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A Preliminary Study of Rater Language Background in the English Writing Assessment

作　者: Sun Hui（孙辉）
导　师: David Qian
学　校: The Hong Kong Polytechnic University
专　业: English Language Teaching
关键词: English speakers writing writer grammatical language vocabulary evaluative speaking linguistic words interview teaching ESL behaviourism mention EFL questionnaire their textual
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 38次
引　用: 0次
阅　读: 论文下载

内容摘要

The current study investigated the differences between Cantonese, Putonghua and English speaking teachers in their assessment of English language writing in the Hong Kong context. The rating behaviors of the three groups (19 Cantonese-speaking ESL teachers, 14 Putonghua-speaking EFL teachers and 13 Native English-speaking (NES) teachers) were discussed with regard to their holistic scores, evaluative standards, and their scoring to writers carrying different identities. The One-way ANOVA results indicated no significant difference between the three language groups in their holistic scores. Also, writers’linguistic identities exerted insignificant effects on their scoring. However, the evaluative criteria for written compositions differed markedly among Cantonese, Putonghua and English speaking teachers. A qualitative analysis demon-strated that the rating criteria shared by Cantonese and Putonghua speaking teachers were similar, but diverged from those of their NES colleagues. Overall, Cantonese and Putonghua speaking teachers put more emphasis on linguistic and grammatical accuracy and textual organization, but failed to produce detailed feedback on the na-ture of grammatical errors made as compared to NESs who often provided detailed comments on individual errors. Moreover, English-speaking teachers focused more on intersentential discourse such as content, organization and academic appropriateness than accurate choice of words. Based on the research, implications and further re-search suggestions are provided.

全文目录

Abstract  2-3
Acknowledgments  3-5
Chapter 1 Introduction  5-7
  1.1 Background to the Research  5-7
Chapter 2 Literature Review  7-13
  2.1 Review of Relevant Studies  7-12
    2.1.1 Rater Linguistic Backgrounds  7-8
    2.1.2 Raters’Evaluative Criteria  8-9
    2.1.3 Writer Linguistic Backgrounds  9-12
  2.2 Research Questions  12-13
Chapter 3 Research Method  13-27
  3.1 Mixed Methods Designs  13-18
    3.1.1 Questionnaire Design  14-15
    3.1.2 Coding Protocol Design  15-18
  3.2 Participants  18-21
  3.3 Testing Material  21-24
    3.3.1 Fictitious Writer Identity  22-24
  3.4 Procedure: Pilot Study  24-27
Chapter 4 Results and Discussion  27-37
  4.1 Research Question1  27
  4.2 Research Question3  27-28
  4.3 Research Question2  28-37
    4.3.1 Vocabulary  29-30
    4.3.2 Grammar  30-32
    4.3.3 Academic Appropriateness  32-33
    4.3.4 Textual Organization  33-34
    4.3.5 Content  34-37
Chapter 5 Conclusion and Implications  37-40
References  40-43
Appendix 1 Questionnaire  43-46
Appendix 2 Writing Sample  46-49
Appendix 3 College Teacher Rating Behavior Dataset  49

A Preliminary Study of Rater Language Background in the English Writing Assessment

内容摘要

全文目录

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