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任务型语言教学在外语教学中得到了广泛的认同,但是在任务型评价中如何确定任务的难度却是测试中一个颇有争议的问题。本项研究在Skehan(1998)认知难度任务体系的基础上,设计了任务难度框架及宏观任务难度纵向表,并根据国家《英语课程标准》实验稿(2001)中24个话题设计了相应的任务,在2004年1月至2005年3月间,对七组(41位)英语教师及研究人员就国内中小学英语任务型评价中的任务难度因素进行了系列研究并进行了相关分析及评定。41位教师及60位学生还参与对于任务难度因素看法的访谈,其过程全程录入进行分析归纳。对教师评定难度及访谈结果的分析支持Skehan(1998)的任务认知难度的框架。同时,研究提出了在我国外语学习环境下审视影响任务难度因素的新视角。
Task-based language teaching has been widely recognized in foreign language teaching. However, how to determine the difficulty of tasks in task-based evaluation is a rather controversial issue in testing. Based on the task system of cognitive difficulty of Skehan (1998), this study designed a task difficulty framework and a longitudinal table of macro task difficulty, and designed correspondingly according to the 24 topics in the National English Curriculum Standards (2001). Tasks: From January 2004 to March 2005, seven groups (41) of English teachers and researchers conducted a series of studies on task difficulty factors in English task evaluation of primary and secondary schools in China, and conducted relevant analyses and assessments. . The 41 teachers and 60 students also participated in interviews for the perception of task difficulty factors. The process was recorded and analyzed throughout the process. The analysis of teacher evaluation difficulty and interview results supports the framework of Skehan’s (1998) task cognitive difficulty. At the same time, the study proposes a new perspective to examine the factors that affect the task difficulty in our foreign language learning environment.