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本研究调查了英语学习者个体特点对其在安大略省中学读写测试(OSSLT)成绩的潜在影响。研究者收集了参加OSSLT考试学生的个体因素和与其父母受教育程度、社会经济地位相关的学校因素,将这些因素和学生OSSLT考试成绩(N=4311)进行相关性分析。研究变量包括:课后读写活动、家庭语言使用和该校学生家庭平均经济社会地位。分析结果体现了考试成绩和个体因素以及学校因素的相关性。具体而言,与高分相关的读写活动包括互联网使用、文学和非小说类的阅读;父母受教育水平(而非收入水平)是一项独立的积极预测指标,该指标对OSSLT学生阅读和写作成绩的影响因素分别占到了20%和9%。
This study examined the potential impact of English learner personality on its OSSLT performance in Ontario. The researchers collected the individual factors of OSSLT test students and the school factors related to their parents’ education level and socioeconomic status, and analyzed the correlation between these factors and students OSSLT test scores (N = 4311). The research variables include: after school reading and writing activities, family language use and the average economic and social status of the students’ families in the school. The results of the analysis reflect the correlation between test scores and individual and school factors. Specifically, reading and writing related to high scores include Internet use, literary and non-fiction reading, and parental education (not income) is an independent, positive predictive indicator that OSSDT students read and Writing factors accounted for 20% and 9% respectively.