论文部分内容阅读
二语语言能力因子构成对不同群体是否等同是语言测试近些年的重点研究课题。但迄今为止有关L2语言能力因子构成对不同水平L2学习者是否等同尚无定论,主要的假设有两种:一种是认为,随着L2语言水平的提高,构成L2语言能力的因子负荷在增大;另一种持完全相反的观点,认为随着L2语言水平的提高,构成L2语言能力的因子负荷在减小。本研究运用多组验证性因子分析探索高、低水平二语学习者在高考英语和高考英语II(2003)中的表现上的因子构成等同问题。研究发现,高、低语言能力组在一阶因子上部分等同。在二阶因子上,随着语言水平的提高听力理解和阅读理解的因子负荷在减小,但写作因子负荷在增大。
It is a key research topic of language testing in recent years that the composition of second language ability factor is equivalent to different groups. However, up to now, there are two main assumptions about whether the formation of L2 language competence factors is equivalent to L2 learners at different levels: one is that as the L2 language level increases, the factor load that constitutes L2 language ability increases Big; the other holds the opposite view, that as the level of L2 language increases, the factors that make L2 language ability decrease. This study uses multiple sets of confirmatory factor analysis to explore the equivalence of the factors of high and low L2 learners in the performance of college entrance examination English and college entrance examination English II (2003). The study found that high and low language proficiency groups are partially equivalent on first-order factors. On the second-order factor, the factor loading of listening comprehension and reading comprehension is decreasing with the improvement of language proficiency, but the load of writing factor is increasing.