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1.
The purpose of this study was to identify the writing errors made by 310 first year university students in 13 disciplines using a checklist of five writing error categories, each with a number of sub‐categories. The overall median error rate was 3S.0 errors per 1000 words. Punctuation and capitalisation was by far the most common category of error, and sentence structure, word usage, spelling and vocabulary followed in descending order of frequency. Law and Economics students exhibited the highest error rates while Geography, Mechanical Engineering, Philosophy, English, Statistics, Linguistics, Geology, History and Sociology students had error rates near the median value, and French and Psychology students made fewest errors. The major error sub‐categories that best indicated difference between good and poor writers were the use of commas and some aspects of sentence construction. 相似文献
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Amanda Müller 《高等教育研究与发展》2015,34(6):1207-1219
This paper attempts to demonstrate the differences in writing between International English Language Testing System (IELTS) bands 6.0, 6.5 and 7.0. An analysis of exemplars provided from the IELTS test makers reveals that IELTS 6.0, 6.5 and 7.0 writers can make a minimum of 206 errors, 96 errors and 35 errors per 1000 words. The following section explores the differences in error patterns between IELTS 6.0, 6.5 and 7.0 writers and a proposition is made that the IELTS 7.0 writer shows some convergence of error types found among native English writers. In regard to workload issues, the paper discusses the impact of errors as a distraction which affects reading time and gives an indication of the amount of extra workload that may be required to assess IELTS 6.0, 6.5 and 7.0 writing. The paper concludes with remarks about entrance requirements for tertiary study and suggests that it may be simpler to raise entry standards than attempt to remediate the writing of students with low IELTS scores. 相似文献
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Jinyan Huang 《Assessing Writing》2012,17(3):123-139
Using generalizability (G-) theory, this study examined the accuracy and validity of the writing scores assigned to secondary school ESL students in the provincial English examinations in Canada. The major research question that guided this study was: Are there any differences between the accuracy and construct validity of the analytic scores assigned to ESL students and to NE students for the provincial English writing examination across three years? A series of G-studies and decision (D-) studies for three years were conducted to examine accuracy and validity issues. Results showed that differences in score accuracy did exist between ESL and NE students when initial (pre-adjudication) scores were used. The observed G-coefficients for ESL students were significantly lower than those for NE students in all three years, indicating that there were less accuracy and increased errors associated with the writing scores assigned to ESL students. Further, there were significantly less convergent validity in one year and less discriminant validity in all three years of the writing scores assigned to ESL students than to NE students. These findings raise a potential question about the presence of bias in the assessment of ESL students’ writing if initial scores were used. 相似文献
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The aim of this study was to test whether Cummins’ Linguistic Interdependence Hypothesis (LIH) might also apply to writing, by determining to what extent writers’ text quality, source use and argumentation behavior are related in L1 and L2, how effective writers’ behavior is and whether their L2 proficiency influenced the relations between them. To answer these questions, twenty students wrote four short argumentative source based essays each in L1 (Dutch) and four in L2 (English). A within-writer cross-linguistic comparison of their texts revealed that their L1 and L2 writing competencies appear to be related. Furthermore, writers’ source use behavior differed to some extent between languages, but the strong positive correlations found between source use features suggest that in most cases this was more a person than a language effect. Similarly, for argumentation behavior, results showed some learner specific features (e.g. inclusion of titles and reference lists), but differences between languages for others (e.g. the inclusion of both arguments and counter-arguments). Effects of the different source use and argumentation features studied on text quality were limited and no clear effect of L2 proficiency on writers’ behavior or their influence on text quality were found. Overall, in line with earlier research, these findings provide some additional support for Cummins’ LIH and the idea that writers might have a common underlying source for writing related knowledge and practices which they can apply in multiple languages.
相似文献5.
英文写作的模仿与创造 总被引：1，自引：0，他引：1
肖云萍 《泉州师范学院学报》2003,21(5):90-95
本认为中国学生英语作存在的问题不是滥用模仿造成的，从某种角度讲，是未能从内容和形式上习得西方人的写作习惯。章就中国学生英写作中出现的主要问题，剖析第一语言(L1)写作和第二语言(L2)写作之间及初级写作和熟练写作之间的异同，提出加强初级写作的模仿能力和挖掘熟练写作的创造能力的思路。 相似文献
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《Assessing Writing》2008,13(3):201-218
Using generalizability theory, this study examined both the rating variability and reliability of ESL students’ writing in the provincial English examinations in Canada. Three years’ data were used in order to complete the analyses and examine the stability of the results. The major research question that guided this study was: Are there any differences between the rating variability and reliability of the writing scores assigned to ESL students and to Native English (NE) students in the writing components of the provincial examinations across three years? A series of generalizability studies and decision studies was conducted. Results showed that differences in score variation did exist between ESL and NE students when adjudicated scores were used. First, there was a large effect for both language group and person within language-by-task interaction. Second, the unwanted residual variance component was significantly larger for ESL students than for NE students in all three years. Finally, the desired variance associated with the object of measurement was significantly smaller for ESL students than for NE students in one year. Consequently, the observed generalizability coefficient for ESL students was significantly lower than that for NE students in that year. These findings raise a potential question about the fairness of the writing scores assigned to ESL students. 相似文献
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Written and oral communications and the processes of writing and reading are highly valued within the scientific community; scientists who communicate well are successful in gaining recognition and support from members of their own communities, the research funding agencies, and the wider society. Yet how do scientists achieve this proficiency? Are expert scientists equally expert writers in and of science? Do scientists' perceptions of the nature of science influence their writing strategies and processes, and their beliefs about the role of writing in knowledge construction? This study used a questionnaire and semistructured interviews to document these perceptions, strategies, processes, and beliefs in a nonrandom sample of Canadian university scientists and engineers. The results indicate that the scientists subscribed to a contemporary evaluativist view of science, used common writing strategies, held similar beliefs about scientific writing and nonscientific writing, and agreed that writing generates insights and clarifies ambiguity in science. The engineers held a different view of technology than the common views of science or technology as simply applied science. These findings were slightly different than those found for American scientists from a large land‐grant university. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 338–369, 2004 相似文献
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This paper draws upon an extended report to the now‐defunct Commonwealth Tertiary Education Commission which analyses the errors found in over 300,000 words of writing in a British History course, produced by two groups of first year students in 1974 and 1984. There were no statistically significant differences between the two year groups. More interestingly and importantly, the results of the study indicate that the most statistically significant elements in error‐prone writing are those concerned not so much with the formal mechanics of writing but with the constitution of meaning. We interpret these results to suggest strongly that most of the problems of those writers who make many grammatical errors in their writing are problems which do not lend themselves to ‘purely’ grammatical solutions 相似文献
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李政 《安徽技术师范学院学报》2013,(6):104-107
英语写作是学生语言表达能力和英语应用水平的综合体现,也一直是学生学习英语的薄弱环节。Corder的错误分析理论将对学习者的研究重心由语言学习的外部环境转移到对语言学习者自身的研究,有效地帮助教师了解学习者在英语写作过程中存在的问题。本文以错误分析理论为基础,通过实例分析了非英语专业学生在大学二年级时写作的常见错误,以及错误的类型和根源,并进行纠错策略的研究。 相似文献
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Raters of Georgia's (USA) state-mandated college-level writing exam, which is intended to ensure a minimal university-level writing competency, are trained to grade holistically when assessing these exams. A guiding principle in holistic grading is to not focus exclusively on any one aspect of writing but rather to give equal weight to style, vocabulary, mechanics, content, and development. This study details how raters react to “errors” typical of African American English writers, of ESL writers, and of standard American English writers. Using a log-linear model to generate odds ratios for comparison of essays with these error types, results indicate linguistic discrimination against African American “errors” and a leniency for ESL errors in writing assessment. 相似文献
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Amber B. Ray Steve Graham Julia D. Houston Karen R. Harris 《Reading and writing》2016,29(5):1039-1068
A random sample of middle school teachers (grades 6–9) from across the United States was surveyed about their use of writing to support students’ learning. The selection process was stratified so there were an equal number of English language arts, social studies, and science teachers. More than one-half of the teachers reported applying 15 or more writing to learn strategies at least once a month or more often. The most commonly used writing to learn strategies were writing short answers to questions, note taking for reading, note taking while listening, and completing worksheets. While teachers reported using a variety of writing to learn strategies, most of them indicated they received minimal or no formal preparation in college on how to use writing to learn strategies to support student learning, less than one-half of teachers directly taught students how to use the writing to learn strategies commonly assigned, and the most commonly used writing to learn strategies did not require students to think deeply about the material they were learning. We further found that teachers’ reported use of writing to learn strategies was related to their preparedness and the composition of their classroom in terms of above and below average writers, English Language Learners, and students with disabilities. 相似文献
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封宇 《黑龙江教育学院学报》2010,29(11)
英语写作是一直困扰非英语专业学生的难题,学生经常在写作中出错,从而阻碍学生英语写作能力的提高以至英语整体能力受到影响。因此,以错误分析理论为基础,通过分析学生作文中语言使用的错误,总结出学生所犯错误的规律是很有必要的。通过分析错误及改正,既可以强化学生的正确的语言输入,又可以帮助教师改进教学方法,进而促进教学改革。 相似文献
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Are students’ mathematical procedures as unstable as they seem? Students often produce different errors in response to the same kind of problems on different testing occasions. This finding is puzzling. Past research has shown that students induce overly general procedures from worked-out examples during learning, which lead to a host of predictable errors on new problems. Do students create rule-based errors only to then switch between them at random? In this paper, we show that seemingly diverse errors on two different testing episodes may result from the same underlying stable procedure and are part of the same error category. These findings suggest that students’ errors are more stable on a category vs. on an individual level. The current study consists of teaching students addition in a new number system, called NewRoman, and analyzing students’ solution strategies in detail. Implications for teaching are discussed. 相似文献
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刘蓉 《湖北广播电视大学学报》2011,31(7):135-136
本文以错误分析理论为指导,对高三学生书面英语表达中出现的错误进行归类、统计、分析。研究结果显示：语法、词汇错误和中国式英语是学生书面表达中出现频率最多的三类错误。针对这一现状本文进一步讨论分析了错误诱因并提出有效的教学建议。 相似文献
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贾冬梅 《山西财经大学学报(高等教育版)》2003,(2):54-56
章以中国学生在用英语写作时所犯的语言错误为基础，主要分析他们的英语过渡语中的迁移错误和语内错误，探讨那些会干扰他们学习目的语的因素，提出应该让学生认识到导致错误产生的根本原因和解决办法，帮助他们适应英语写作的习惯，逐步提高写作水平。 相似文献
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Patrick T. Terenzini Leonard Springer Patricia M. Yaeger Ernest T. Pascarella Amaury Nora 《Research in higher education》1996,37(1):1-22
This study sought answers to three questions: (1) Do the precollege characteristics of first-generation students differ from those of traditional students? (2) Do first-generation students' college experiences differ from those of other students? (3) What are the educational consequences of any differences on first-year gains in students' reading, math, and critical thinking abilities? Answers come from 2,685 students (825 first-generation and 1,860 traditional students) who entered 23 diverse institutions nationwide in Fall 1992 and who completed one year of study. First-generation students differ from their traditional peers in both entering characteristics and college experiences. Although traditional students make greater net gains in reading during their first year, the two groups gain to about the same degree in math and critical thinking skills. Those gains, however, appear to result from somewhat different experiences. 相似文献
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陆婷 《苏州教育学院学报》2012,29(1):96-98
大学生在英语写作中常会犯错,主要表现在词汇、句法、语篇三个方面。其主要原因是学生受中式思维的影响,学习方法过于机械,教师批改不够细致等。因此,必须有针对性地采取相应的策略。 相似文献
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冯群 《现代远程教育研究》2013,(3):84-90,103
写作反馈是读者向作者的输入,其目的是为作者修改文章提供信息,它具有评价、知识传递、促进学习的功能。写作反馈的理论基础主要包括语言输出假设、语言输入假设和二语习得整合理论。纵观国内近20年二语写作反馈研究成果,主要集中在书面反馈模式、反馈效果、影响反馈效果的因素三个方面。反馈模式主要有教师反馈、同伴反馈、教师与同伴反馈相结合模式、电子智能反馈模式四种。制约和影响反馈效果的因素主要有反馈接收者、反馈发出者和反馈方式三个方面。反馈效果是反馈研究最为关注的核心问题,反馈的最终目的在于使学生能够内化反馈的知识点。在远程教学中,由于教与学时空分离、学生基础薄弱、师生比例太大,这给远程写作教学带来新的挑战。构建一种"写作-反馈-内化"的写作反馈生态链是应对这一挑战的新思路。生态链中的"写作"不断输出学习者对语言知识的假设,"反馈"不断发现和修正学习者在语言学习过程中的错误假设,"内化"则不断地运用已有知识吸收语言知识的正确假设。通过不断循环,能够保证远程学习者语言学能和写作能力的不断提高。 相似文献