交际策略在英语口语测试中的评价研究
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摘要
由于交际策略对英语学习者的口语习得有着深刻的影响,近年来对交际策略的研究成为热点,但是目前的研究只是从交际策略本身出发定性或者定量的研究其对口语能力的影响。既然交际策略对提高学生口语能力的影响不容忽视这一观点已经成为共识,那么对策略能力的考核也就势在必行。然而在口语测试领域,很多研究只是描述了口语考试中环境学习者如何使用交际策略,如使用策略的种类,频率,倾向,态度,性别差异等等,虽然这些研究清晰地反映了学习者使用交际策略的现状,但是从全面考核学生策略能力和充分利用交际策略提高学生口语能力来讲,是不够的。通过对比现行口语测试如国内的大学英语口语考试,雅思口语考试,托福口语测试,剑桥商务英语口语测试,特别是对评分标准的对比研究,发现目前常见的这些口语考试只是从语法,发音,流利度,内容准确性,词汇复杂性等方面对口语测试者的口语能力进行评判,并没有对策略能力的直接考核,而是借助其他项目间接测试交际能力,如连贯性,复杂性,流利度等,这些项目不能完全反应交际能力,而且这些项目本身的描述并不准确,在评分中,有很大的主观性,容易受到很多因素的影响。因此本文试图通过实验证明在口语测试评分标准中,引入交际策略能力考核是必要的和可行的。
为了达到上述目的,本文采用了定性和定量相结合的研究方法,设计了调查问卷和口语任务,其中问卷调查部分按照以Faerch和Kasper的交际策略对学习影响的理论为基础设计,口语任务形式为话题讨论和面试。实验以大学二年级随机挑选的6个班144名大学生为研究对象,收集问卷数据,采集录音样本,对其中的随机挑选2个班40份随机样本进行转写分析,并对这40份样本用两种评分标准进行打分,打分是由3名经过培训的评分员严格按照实验设计在两次不同的评分标准下进行的,第一个评分标准以现行口语考试雅思口语和大学四六级口语考试为设计,第二个评分标准按以Faerch和Kasper理论为基础设计,根据交际策略对学习潜在影响不同分为三个不同类型:第一类交际策略能够促进习得,第二类策略能够巩固中介语但是不能促进习得,第三类交际策略不能促进习得也不能提供练习中介语的机会。
调查结果分析发现:受试者对合作策略持不确定态度,对造词策略普遍持否定态度,通过3名评分员在两次评分标准下的评分结果进行配对样本t检验和相关性分析,相关性分析发现三组评分员两次结果之间均不存在显著相关,配对样本t检验显示三组评分员两次标准下的成绩存在显著差异;问卷和试验表明:在现行的口语能力测试中加入对交际策略的衡量是可行的,能够更客观地评价口语测试者的口语交际能力。在目前外语学习普遍注重口语表达能力,语言测试必须测试口语的形势下,在口语评分标准中加入对交际策略的考量将大大提地提高口语考试的客观性,描述性,和综合性,是十分必要的。
The speaking English test, an important component of English test, has won more attention and concern from experts and test participants. Although many popular speaking test are guided by the communicative competence theory which claims to test candidates’overall language competence including both language competence and strategic competence, after examination of the construct and rating scale, it is not hard to find that all language competence has been directly evaluated through pronunciation, grammar, lexical resource and so on, while the strategic competence have no corresponding item designed to directly evaluate. Strategic competences mostly are reflected by some vague descriptions. Though the review of language testing history; it is difficult to find an appropriate module which can bring strategic competence into systematic and direct evaluation.
This study tries to analyze candidate’s strategic competence directly on the basis of Faerch and Kasper’s theory about the potential effect of the selection of communicative strategies. To fulfill the purpose, a questionnaire and an oral task are designed. Three raters are trained to score 44 candidates’’response under two different rating scales, the first rating scale is based on current popular ones adopted by IELTS and CET-SET speaking test, while the second one is based on Faech and Kasper’s classification of communicative strategies according to their potential learning effects.144 questionnaire results are got and analyzed, 44 candidates’’speaking responses are recorded and transcribed. Results show that candidates are not sure about the word-coinage strategies, non-language strategy and code-switching strategy, when they deal with communicative problems; they tend to use explanation, paraphrase and topic avoidance strategies. Paired sample t-test show that two scores obtained from the two different rating scales are significantly different, and there is low correlation between the two results in both three groups.
Based on the research results, it is proposed that it is feasible and possible to integrate strategic competence evaluation into current speaking tests, because it can assess candidates overall oral ability more objectively. Introducing strategic competence evaluation into speaking tests can make speaking tests more objective, descriptive and comprehensive, it is of vital importance nowadays given the situation that English learning emphasizes more on speaking ability and English test should involve speaking tests.
为了达到上述目的,本文采用了定性和定量相结合的研究方法,设计了调查问卷和口语任务,其中问卷调查部分按照以Faerch和Kasper的交际策略对学习影响的理论为基础设计,口语任务形式为话题讨论和面试。实验以大学二年级随机挑选的6个班144名大学生为研究对象,收集问卷数据,采集录音样本,对其中的随机挑选2个班40份随机样本进行转写分析,并对这40份样本用两种评分标准进行打分,打分是由3名经过培训的评分员严格按照实验设计在两次不同的评分标准下进行的,第一个评分标准以现行口语考试雅思口语和大学四六级口语考试为设计,第二个评分标准按以Faerch和Kasper理论为基础设计,根据交际策略对学习潜在影响不同分为三个不同类型:第一类交际策略能够促进习得,第二类策略能够巩固中介语但是不能促进习得,第三类交际策略不能促进习得也不能提供练习中介语的机会。
调查结果分析发现:受试者对合作策略持不确定态度,对造词策略普遍持否定态度,通过3名评分员在两次评分标准下的评分结果进行配对样本t检验和相关性分析,相关性分析发现三组评分员两次结果之间均不存在显著相关,配对样本t检验显示三组评分员两次标准下的成绩存在显著差异;问卷和试验表明:在现行的口语能力测试中加入对交际策略的衡量是可行的,能够更客观地评价口语测试者的口语交际能力。在目前外语学习普遍注重口语表达能力,语言测试必须测试口语的形势下,在口语评分标准中加入对交际策略的考量将大大提地提高口语考试的客观性,描述性,和综合性,是十分必要的。
The speaking English test, an important component of English test, has won more attention and concern from experts and test participants. Although many popular speaking test are guided by the communicative competence theory which claims to test candidates’overall language competence including both language competence and strategic competence, after examination of the construct and rating scale, it is not hard to find that all language competence has been directly evaluated through pronunciation, grammar, lexical resource and so on, while the strategic competence have no corresponding item designed to directly evaluate. Strategic competences mostly are reflected by some vague descriptions. Though the review of language testing history; it is difficult to find an appropriate module which can bring strategic competence into systematic and direct evaluation.
This study tries to analyze candidate’s strategic competence directly on the basis of Faerch and Kasper’s theory about the potential effect of the selection of communicative strategies. To fulfill the purpose, a questionnaire and an oral task are designed. Three raters are trained to score 44 candidates’’response under two different rating scales, the first rating scale is based on current popular ones adopted by IELTS and CET-SET speaking test, while the second one is based on Faech and Kasper’s classification of communicative strategies according to their potential learning effects.144 questionnaire results are got and analyzed, 44 candidates’’speaking responses are recorded and transcribed. Results show that candidates are not sure about the word-coinage strategies, non-language strategy and code-switching strategy, when they deal with communicative problems; they tend to use explanation, paraphrase and topic avoidance strategies. Paired sample t-test show that two scores obtained from the two different rating scales are significantly different, and there is low correlation between the two results in both three groups.
Based on the research results, it is proposed that it is feasible and possible to integrate strategic competence evaluation into current speaking tests, because it can assess candidates overall oral ability more objectively. Introducing strategic competence evaluation into speaking tests can make speaking tests more objective, descriptive and comprehensive, it is of vital importance nowadays given the situation that English learning emphasizes more on speaking ability and English test should involve speaking tests.
引文
Alderson,J. C.(2006). Diagnosing Foreign Language Proficiency: The Interface Between Learning and Assessment. London: Continuum International Publishing Group.
Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L. F. (1990). What Does Language Testing Have to Offer? TESOL Quarterly, 25(4), 671-704.
Boddy, N. M. & Langham, C.S. (2000). Communicative language testing - an attainable goal?. The British Council. 75-82
Bachman, L. F.,&Palmer, A. S.(1996). Language Testing in Practice. Oxford: Oxford University Press.
Canale, M., & M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1,1-47.
Chapelle, C. A. &Douglas,D.(2006). Assessing language through computer technology. Cambridge: Cambridge University Press.
Coombe,C.A.&Folse, K.S.& Hubley,N. J.(2007). A practical guide to assessing English language learners. East Lansing:University of Michigan,
Corder, S. P. (1983). Strategies of communication. In C. Faerch&G . Kasper (Eds.), Strategies in Interlanguage Communication (pp. 15-19). London: Longman. Csépes, I.(2009). Measuring Oral Proficiency Through Paired-Task Performance. NewYork, NY: Peter Lang
Cummins, J& Davison,C. (2007). International handbook of English language teaching. New York,NY: Springer.
Faereh, C. & Kasper, G. (1983). Plans and Communication in Foreign LanguageCommunication, in Faerch C. and Kasper G. (eds.). Strategies in Interlanguage Communication. London: Longman
Hamers, J. H. M. & Sijtsma, K. & Ruijssenaars, A. J. J. M.(1992). Learning potential assessment: theoretical, methodological, and practical issues. Netherland: Swets&Zeitlinger B.V,.Lisse
Hawkey,p.(2006). Impact theory and practice: studies of the IELTS test and Progetto Lingue 2000. Cambridge :Cambridge University Press.
Hymes, D.(1972). On communicative competence. In B. Pride&J. Holmes (Eds.), Sociolinguistics: Selected Readings (pp. 269-293). Harmondsworth: Penguin Books.
Hughes, A.(1992). Testing for language teachers. New York,NY. Press Syndicate of the University of Cambridge.
Jin, Y. (2008). Powerful tests, powerless test designers? Challenges facing the college test. CELEA Journal(5,31), 3-11.
Knoch, U.(2009). Diagnostic Writing Assessment: The Development and Validation of a Rating Scale. New York, NY: Peter Lang.
McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.
Paran, A. & Sercu, L.(2010). More than language: the additional faces of testing and assessment in language learning and teaching, In Testing the Untreatable in Language Education, New York, NY: Multilingual Matters
Rubdy. R. (2010). The social and sociolinguistic contexts of language learning and teaching. In Long, M.H& Doughty, C. J., Malden, M. A: The handbook of language teaching. John Wiley and Sons
Rupp, A. A. &K?ller, O.( 2009). Developing standards based assessment tasks forEnglish as a first foreign language. Germany: Waxmann Verlag
Selinker, L. (1972). "Interlanguage". IRAL, 10, 209-230.
Tarone, E. & Cohen, A. and Dumas,G.(1976). A Closer Look at Some Interlaguage
Terminology: a Framework for Communication Strategies, in Faerch C. and Kasper G. (eds.). Strategies in Interlanguage Communication. London: Longman
Tarone, E. (1981). Some Thoughts on the Notion of Communication Quarterly 15: 285-295
http://www.ets.org/toefl/ibt/about/.
http://www.ets.org/toefl/.
http://www.cambridgeesol.org/exams/professional-english/bec.html
http://www.cet.edu.cn/cet_speaking5.htm
http://www.ielts.org/researchers/analysis_of_test_data/test_performance_2009.aspx
http://www.ielts.org/pdf/Information_for_Candidates_booklet.pdf
http://www.toeflibtcourse.com/toefl-tse.htm
艾利:(2007),《中国大学英语学习者口语交际策略使用现状的调查》(硕士学位论文),苏州大学。[Ai, Li. (2007). A Survey on Chinese College English Learners, Use of Oral Communication Strategies. M. A. Thesis. Suzhou University.]
陈维维:(2006),《大规模英语考试交际型口语测试研究》(硕士学位论文),武汉理工大学。[Chen,Weiwei.(2006). The Study of English Testing in Large-Scale EFL/ESL Tests From a Communicative perspective. M. A. Thesis.Wuhan University of Technology. ]
戴炜栋,束定芳,外语交际中的交际策略研究及其理论意义-外语教学理论研论之三,《上海外国语大学学报》,1994年第6期。[Dai, Weidong, & Shu, Dingfang.(1994). The review of communicative research in foreign language communication and its theoretical meaning: foreingn language teaching theory Part III. Academic journal of Shanghai International Studies University.6, 27-31]
黄素华:(1998),《语言测试术语及其运用》,上海:上海外语教育出版社[Huang,Suhua.(1998). Terminology of Language testing and its application. Shanghai: Shanghai Foreign Language Education Press.]
高海虹:《交际策略能力研究报告:观念与应用》,载《外语教学与研究》,第1期,第53-58页[Gao, Haihong.(2000). Report on Strategic competence: concept and application. Foreign Language Teaching and Research (bimonthly),32(1).53-58.]
王立飞,国外第二语演习得交际策略研究述评,《外语教学与研究》,2000年第32卷第2期。[Wang, Lifei.(2000). Comments on communicative strategy study abroad in SLA. Foreign Language Teaching and Research (bimonthly), 32(2), 124-131.]
赵蓉:(2004),《从交际策略角度研究大学英语考试》(硕士学位论文),电子科技大学。[Zhao,Rong.(2004). Research on CET-SET from a Communicative Perspective. M. A. Thesis. University of Electronic Science and Technology of China. ]
周之南:(2007),《中国高校学生英语口语策略实证研究》(博士学位论文),上海外国语大学。[Zhou, Zhinan.(2007). Learning strategies employed by Chinese college students in English speaking: an empirical study. Shanghai International Studies University.]
Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L. F. (1990). What Does Language Testing Have to Offer? TESOL Quarterly, 25(4), 671-704.
Boddy, N. M. & Langham, C.S. (2000). Communicative language testing - an attainable goal?. The British Council. 75-82
Bachman, L. F.,&Palmer, A. S.(1996). Language Testing in Practice. Oxford: Oxford University Press.
Canale, M., & M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1,1-47.
Chapelle, C. A. &Douglas,D.(2006). Assessing language through computer technology. Cambridge: Cambridge University Press.
Coombe,C.A.&Folse, K.S.& Hubley,N. J.(2007). A practical guide to assessing English language learners. East Lansing:University of Michigan,
Corder, S. P. (1983). Strategies of communication. In C. Faerch&G . Kasper (Eds.), Strategies in Interlanguage Communication (pp. 15-19). London: Longman. Csépes, I.(2009). Measuring Oral Proficiency Through Paired-Task Performance. NewYork, NY: Peter Lang
Cummins, J& Davison,C. (2007). International handbook of English language teaching. New York,NY: Springer.
Faereh, C. & Kasper, G. (1983). Plans and Communication in Foreign LanguageCommunication, in Faerch C. and Kasper G. (eds.). Strategies in Interlanguage Communication. London: Longman
Hamers, J. H. M. & Sijtsma, K. & Ruijssenaars, A. J. J. M.(1992). Learning potential assessment: theoretical, methodological, and practical issues. Netherland: Swets&Zeitlinger B.V,.Lisse
Hawkey,p.(2006). Impact theory and practice: studies of the IELTS test and Progetto Lingue 2000. Cambridge :Cambridge University Press.
Hymes, D.(1972). On communicative competence. In B. Pride&J. Holmes (Eds.), Sociolinguistics: Selected Readings (pp. 269-293). Harmondsworth: Penguin Books.
Hughes, A.(1992). Testing for language teachers. New York,NY. Press Syndicate of the University of Cambridge.
Jin, Y. (2008). Powerful tests, powerless test designers? Challenges facing the college test. CELEA Journal(5,31), 3-11.
Knoch, U.(2009). Diagnostic Writing Assessment: The Development and Validation of a Rating Scale. New York, NY: Peter Lang.
McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.
Paran, A. & Sercu, L.(2010). More than language: the additional faces of testing and assessment in language learning and teaching, In Testing the Untreatable in Language Education, New York, NY: Multilingual Matters
Rubdy. R. (2010). The social and sociolinguistic contexts of language learning and teaching. In Long, M.H& Doughty, C. J., Malden, M. A: The handbook of language teaching. John Wiley and Sons
Rupp, A. A. &K?ller, O.( 2009). Developing standards based assessment tasks forEnglish as a first foreign language. Germany: Waxmann Verlag
Selinker, L. (1972). "Interlanguage". IRAL, 10, 209-230.
Tarone, E. & Cohen, A. and Dumas,G.(1976). A Closer Look at Some Interlaguage
Terminology: a Framework for Communication Strategies, in Faerch C. and Kasper G. (eds.). Strategies in Interlanguage Communication. London: Longman
Tarone, E. (1981). Some Thoughts on the Notion of Communication Quarterly 15: 285-295
http://www.ets.org/toefl/ibt/about/.
http://www.ets.org/toefl/.
http://www.cambridgeesol.org/exams/professional-english/bec.html
http://www.cet.edu.cn/cet_speaking5.htm
http://www.ielts.org/researchers/analysis_of_test_data/test_performance_2009.aspx
http://www.ielts.org/pdf/Information_for_Candidates_booklet.pdf
http://www.toeflibtcourse.com/toefl-tse.htm
艾利:(2007),《中国大学英语学习者口语交际策略使用现状的调查》(硕士学位论文),苏州大学。[Ai, Li. (2007). A Survey on Chinese College English Learners, Use of Oral Communication Strategies. M. A. Thesis. Suzhou University.]
陈维维:(2006),《大规模英语考试交际型口语测试研究》(硕士学位论文),武汉理工大学。[Chen,Weiwei.(2006). The Study of English Testing in Large-Scale EFL/ESL Tests From a Communicative perspective. M. A. Thesis.Wuhan University of Technology. ]
戴炜栋,束定芳,外语交际中的交际策略研究及其理论意义-外语教学理论研论之三,《上海外国语大学学报》,1994年第6期。[Dai, Weidong, & Shu, Dingfang.(1994). The review of communicative research in foreign language communication and its theoretical meaning: foreingn language teaching theory Part III. Academic journal of Shanghai International Studies University.6, 27-31]
黄素华:(1998),《语言测试术语及其运用》,上海:上海外语教育出版社[Huang,Suhua.(1998). Terminology of Language testing and its application. Shanghai: Shanghai Foreign Language Education Press.]
高海虹:《交际策略能力研究报告:观念与应用》,载《外语教学与研究》,第1期,第53-58页[Gao, Haihong.(2000). Report on Strategic competence: concept and application. Foreign Language Teaching and Research (bimonthly),32(1).53-58.]
王立飞,国外第二语演习得交际策略研究述评,《外语教学与研究》,2000年第32卷第2期。[Wang, Lifei.(2000). Comments on communicative strategy study abroad in SLA. Foreign Language Teaching and Research (bimonthly), 32(2), 124-131.]
赵蓉:(2004),《从交际策略角度研究大学英语考试》(硕士学位论文),电子科技大学。[Zhao,Rong.(2004). Research on CET-SET from a Communicative Perspective. M. A. Thesis. University of Electronic Science and Technology of China. ]
周之南:(2007),《中国高校学生英语口语策略实证研究》(博士学位论文),上海外国语大学。[Zhou, Zhinan.(2007). Learning strategies employed by Chinese college students in English speaking: an empirical study. Shanghai International Studies University.]