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

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。
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.