基于测试任务描述语要素设计促进英语书面表达得体性的教学行动研究
A Teaching Action Research of Improving Written English Appropriateness Based on the Key Elements of a Test-Task Descriptor
摘要: 笔者通过对27名理工科大二学生进行了为期12周的行动研究，探索基于国际人才英语考试邮件写作任务描述语三要素设计的教学是否能提升学生英语书面表达的得体性。第一轮行动研究聚焦培养学生分析交际身份和场合对语言得体性影响的意识，第二轮通过让学生学习不同交际意图邮件的写作要点以提升其书面表达的得体性。研究结果表明，该教学行动强化了学生在邮件写作时分析沟通对象身份和沟通场合的意识，帮助他们积累了不同交际意图所需恰当的书面英语表达方式，促进了其书面表达的得体性。
Abstract: This paper presents a 12-week action research on 27 2-year STEM subject undergraduates, aim-ing at exploring whether the teaching design of email writing based on three key elements of an English Test for International Communication (ETIC) descriptor could improve students’ written English appropriateness. The first round was to develop students’ awareness of analyzing com-municative identities and occasions that may influence language appropriateness. In the second round, students would learn email writing with different communicative intentions in order to improve their written language appropriateness. Research findings suggest that such a teaching design can not only enhance students’ awareness of analyzing communicative identities and oc-casions in their email writing, but also facilitate them to accumulate appropriate written English expressions with different communicative intentions. Their written English appropriateness was improved.
文章引用：刘丽莎. 基于测试任务描述语要素设计促进英语书面表达得体性的教学行动研究[J]. 现代语言学, 2022, 10(11): 2442-2450. https://doi.org/10.12677/ML.2022.1011334

参考文献

[1] Richards, J. and Schmidt, R. (2010) Longman Dictionary of Language Teaching and Applied Linguistics. Longman Pearson Education Limited, London.
[2] Kecskes, I. (2014) Intercultural Pragmatics. Oxford University Press, New York. [Google Scholar] [CrossRef] 
[3] 刘和林. 人际交往∙话语得体∙语用距离[J]. 外语学刊, 2011(1): 59-62.
[4] 吕文丽. 浅谈“礼貌原则”与“得体原则” [J]. 新西部(下半月), 2008(6): 212-212.
[5] 韩宝成, 黄永亮. 中国英语能力等级量表的研制——语用能力的界定与描述[J]. 现代外语, 2018, 41(1): 91-100.
[6] 黄永亮, 王淑花, 康静. 二语语用能力研究中的得体性及其表征[J]. 西安外国语大学学报, 2019(3): 58-62.
[7] 李太志. 得体性原则在商务英语书信写作中的应用[J]. 修辞学习, 2004(4): 66,79-80.
[8] 文秋芳, 孙曙光. “产出导向法”驱动场景设计要素例析[J]. 外语教育研究前沿, 2020, 3(2): 3-11.
[9] 张德禄. 论语言交际中的交际意图[J]. 解放军外国语学院学报, 1998(3): 24-28.
[10] 刘建达, 吴莎. 中国英语能力等级量表研究[M]. 北京: 高等教育出版社, 2019.
[11] 杨莉芳. 融合思辨能力与跨文化交流能力的语言测试任务设计——以“国际人才英语考试”为例[J]. 外语界, 2018(2): 49-56.
[12] 刘建达, 韩宝成. 面向运用的中国英语能力等级量表建设的理论基础[J]. 现代外语, 2018(1): 78-90.
[13] 中国外语测评中心. 国际人才英语考试官方指南[M]. 北京: 外语教学与研究出版社, 2018.
[14] 卢加伟. 国外二语语用教学研究述评[J]. 现代外语, 2013(2): 206-211.
[15] 袁义, 黄良日, 杨瑞英. 高级职场英语写作教程[M]. 北京: 外语教学与研究出版社, 2020.
[16] Taguchi, N. and Ishihara, N. (2018) The Pragmatics of English as a Lingua Franca: Research and Pedagogy in the Era of Globalization. Annual Review of Applied Linguistics, 37, 80-101. [Google Scholar] [CrossRef] 
[17] Murray, N. (2012) English as a Lingua Franca and the De-velopment of Pragmatic Competence. ELT Journal, 66, 318-326. [Google Scholar] [CrossRef]