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测试任务特点和难度的界定是任务型语言测试的前提和基础。本研究借鉴Skehan(1998)在二语习得中有关任务难度的研究成果,通过比较具备不同认知负担的写作任务,考查受考对任务难度的理解,以期解答以下两个问题:1)Skehan(1998)设定的任务难度框架能否在测试情境中预测写作任务的难度;2)受考对任务难度的理解和考试结果有何相关。研究发现,认知负担对写作测试任务的成绩有较明显影响,Skehan(1998)的任务难度框架对任务难度具有一定的预测性;受考对任务难度的理解与其实际成绩的关系复杂,两者之间没有明显的相关性。文中还对写作测试任务的选择与写作教学等进行了相关探讨。
The definition of task characteristics and difficulty is the premise and basis of task-based language testing. This study draws on Skehan’s (1998) research achievement on task difficulty in second language acquisition. By comparing writing tasks with different cognitive burdens, this study examines the comprehension of task difficulty by examining the questions to answer the following two questions: 1) Skehan (1998) set the task difficulty framework can predict the difficulty of the writing task in the test situation; 2) test the understanding of the task difficulty and the test results are related. The study found that the cognitive burden had a significant effect on the performance of the writing test task. The task difficulty framework of Skehan (1998) had certain predictability to the task difficulty. The relationship between the test’s understanding of the task difficulty and its actual performance was complicated. There is no obvious correlation between them. The paper also discusses the choice of writing test tasks and writing teaching.