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EFL綜合性寫作測試任務(wù)受試策略運(yùn)用研究:英文版 版權(quán)信息
- ISBN：9787313150424
- 條形碼：9787313150424 ; 978-7-313-15042-4
- 裝幀：暫無
- 冊數(shù)：暫無
- 重量：暫無
- 所屬分類：>
EFL綜合性寫作測試任務(wù)受試策略運(yùn)用研究:英文版 內(nèi)容簡介
本書系統(tǒng)性地研究了EFL學(xué)習(xí)者在讀寫過程中如何運(yùn)用策略。基于文獻(xiàn)回顧, 本書提出綜合性寫作測試中寫作策略的構(gòu)成假設(shè)框架, 以讀寫結(jié)合寫作任務(wù)為測試工具, 收集相關(guān)數(shù)據(jù)并進(jìn)行分析, *終得出研究結(jié)果。
EFL綜合性寫作測試任務(wù)受試策略運(yùn)用研究:英文版 目錄
CHAPTER ONE INTRODUCTION
1．1 Rationale for the study
1．2 Significance of the study
1．3 Outline of the study
CHAPTER TWO LITERATURE REVIEW
2．1 Mental operations in writing
2．1．1 Cognitive operations in writing
2．1．2 Metacognition
2．1．3 Metacognitive strategies in writing
2．2 Constructivist discourse synthesis
2．2．1 Organizing
2．2．2 Selecting
2．2．3 Connecting
2．3 Studies on integrated tasks
2．3．1 Merits and problems of integrated writing tasks
2．3．2 Product-focused studies of integrated test tasks ．．．
2．3．3 Process-focused studies of integrated test tasks ．．．
2．4 Elicitation of strategy use
2．4．1 Self-scoring questionnaires
2．4．2 Interviews
2．4．3 Think-aloud protocols
2．4．4 Journals
2．5 Research hypothesis and research questions
2．5．1 Research hypothesis
2．5．2 Research questions
CHAPTER THREE RESEARCH METHODOLOGY
3．1 A mixed-method approach——triangulation
3．2 Participants
3．2．1 Participants of the quantitative study
3．2．2 Participants of the qualitative study
3．3 Data collection
3．3．1 Measurement instruments
3．3．2 Questionnaire data
3．3．3 Think Aloud Protocols
3．3．4 Follow-up interviews
3．4 Data analysis
3．4．1 MFRM analysis of test scores
3．4．2 Factor analysis of questionnaire data
3．4．3 TAP data analysis
3．5 Summary
CHAPTER FOUR RESULTS
4．1 Multi-Faceted Rasch measurement
4．1．1 The vertical rulers
4．1．2 Examinee measurement report
4．1．3 Raters' rating quality
4．1．4 Item measurement report
4．1．5 Summary
4．2 Item-level questionnaire data analyses
4．2．1 The meaning-constructing strategy use questionnaire
4．2．2 The metacognitive strategy use questionnaire
4．2．3 The cognitive strategy use questionnaire
4．3 Confirmatory factor analysis
4．4 Qualitative data analyses
4．4．1 Meaning-constructing strategy use
4．4．2 Metacognitive strategy use
4．4．3 Cognitive strategy use
4．4．4 Summary
4．5 Summary of the chapter
CHAPTER FIVE DISCUSSION
5．1 Nature of subjects' reported strategy use
5．1．1 Meaning-constructing strategy use
5．1．2 Metacognitive strategy use
5．1．3 Cognitive strategy use
5．2 Differences in strategy use across performance levels
5．2．1 Subjects' source use
5．2．2 Metacogntive strategy use
5．2．3 Cognitive strategy use
5．3 Summary
CHAPTER SIX CONCLUSION
6．1 Summary of the main findings
6．2 Implications
6．2．1 Theoretical implications
6．2．2 Pedagogical implications
6．2．3 Methodological implications
6．3 Limitations
6．4 Future research directions
APPENDIX
REFERENCES
INDEX
POSTSCRIPT
1．1 Rationale for the study
1．2 Significance of the study
1．3 Outline of the study
CHAPTER TWO LITERATURE REVIEW
2．1 Mental operations in writing
2．1．1 Cognitive operations in writing
2．1．2 Metacognition
2．1．3 Metacognitive strategies in writing
2．2 Constructivist discourse synthesis
2．2．1 Organizing
2．2．2 Selecting
2．2．3 Connecting
2．3 Studies on integrated tasks
2．3．1 Merits and problems of integrated writing tasks
2．3．2 Product-focused studies of integrated test tasks ．．．
2．3．3 Process-focused studies of integrated test tasks ．．．
2．4 Elicitation of strategy use
2．4．1 Self-scoring questionnaires
2．4．2 Interviews
2．4．3 Think-aloud protocols
2．4．4 Journals
2．5 Research hypothesis and research questions
2．5．1 Research hypothesis
2．5．2 Research questions
CHAPTER THREE RESEARCH METHODOLOGY
3．1 A mixed-method approach——triangulation
3．2 Participants
3．2．1 Participants of the quantitative study
3．2．2 Participants of the qualitative study
3．3 Data collection
3．3．1 Measurement instruments
3．3．2 Questionnaire data
3．3．3 Think Aloud Protocols
3．3．4 Follow-up interviews
3．4 Data analysis
3．4．1 MFRM analysis of test scores
3．4．2 Factor analysis of questionnaire data
3．4．3 TAP data analysis
3．5 Summary
CHAPTER FOUR RESULTS
4．1 Multi-Faceted Rasch measurement
4．1．1 The vertical rulers
4．1．2 Examinee measurement report
4．1．3 Raters' rating quality
4．1．4 Item measurement report
4．1．5 Summary
4．2 Item-level questionnaire data analyses
4．2．1 The meaning-constructing strategy use questionnaire
4．2．2 The metacognitive strategy use questionnaire
4．2．3 The cognitive strategy use questionnaire
4．3 Confirmatory factor analysis
4．4 Qualitative data analyses
4．4．1 Meaning-constructing strategy use
4．4．2 Metacognitive strategy use
4．4．3 Cognitive strategy use
4．4．4 Summary
4．5 Summary of the chapter
CHAPTER FIVE DISCUSSION
5．1 Nature of subjects' reported strategy use
5．1．1 Meaning-constructing strategy use
5．1．2 Metacognitive strategy use
5．1．3 Cognitive strategy use
5．2 Differences in strategy use across performance levels
5．2．1 Subjects' source use
5．2．2 Metacogntive strategy use
5．2．3 Cognitive strategy use
5．3 Summary
CHAPTER SIX CONCLUSION
6．1 Summary of the main findings
6．2 Implications
6．2．1 Theoretical implications
6．2．2 Pedagogical implications
6．2．3 Methodological implications
6．3 Limitations
6．4 Future research directions
APPENDIX
REFERENCES
INDEX
POSTSCRIPT
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