Abstract:

Tracking EFL users’ strategy employment in performing language test tasks has been a serious concern in language testing since the early 1990s. However, in-depth, process-oriented research is still limited in this line of inquiry. This paper details an investigation into the strategies employed and the patterns exhibited by two groups of Chinese EFL users when processing a text-based grammar-completion task in a think-aloud experiment. Four general types of strategies have been identified, and differences in the frequency and type of strategy use were found among the two groups. An in-depth analysis revealed three typical text processing patterns with different levels of efficacy for the task. Among these, two patterns (M1 & M2) were deemed to be more efficient for task completion. The third (M3)—which could possibly be affected by learning behaviour—was found to have a debilitating effect on learners’ task performance. Textual-level backtracking, logical analysis of unit coherence, retrieval of formulaic expressions, structural analysis, and multi-strategy interactions were identified as playing important roles within efficient text processing and task accomplishment. These findings not only attest to the validity of text-based grammar-completion tasks in NMET and deepen the understanding of Chinese EFL language users’ problem-solving habits as influenced by their learning behaviour, but also demonstrate an exemplary case for exploring efficient text-processing models.

Keywords: strategy; text processing pattern; think-aloud; grammar-completion task; language testing; the college entrance examination

摘要：

自20世纪90年代起,语言测试任务中的策略参与一直是一个重要话题,然而长期以来,对策略在不同任务类型下参与的过程追踪研究仍显贫乏。本研究通过运用有声思维数据采集方法,对不同学习阶段的两组参试者在基于语篇的语法填空任务中的策略使用情况进行了质性分析与量化手段相结合的调研。研究分析了四类典型策略使用及两组学生在处理该任务时的策略选择差异,并归纳出了三种不同效果的语篇处理模式。研究结果一方面为深入理解该任务考测内容的性质和范围提供了实证材料,另一方面为探寻高效语篇处理模式提供了个案例证。本研究对外语学习、测试和教学过程的反思与改进均有一定的参考意义。

关键词: 策略, 语篇处理模式, 有声思维, 语法填空, 语言测试, 高考