在语言测试领域运用CEFR的扎根理论方法论应用研究

摘要

文献调研表明，扎根理论方法论（GTM）在语言测试领域鲜有应用。然而，本研究在一项针对斐济一年级本科生写作能力的调查中运用了扎根理论方法论。该研究以《欧洲语言共同参考框架》（CEFR）为标准，成功对斐济某大学学生的写作能力进行了评估。CEFR是全球最为完备的语言评估框架之一，已被西方国家的众多语言测试机构广泛采用。本文并非着眼于研究所得的实证数据，而是立足于方法论立场，旨在引导扎根理论方法论的初学者将其应用于语言学领域，尤其是语言测试研究。本文提供了分步操作指南，并对佐证扎根理论方法论在语言学中之应用的相关文献进行了讨论。本研究的方法论贡献及其独特的数据集，将推动学界与社会政策层面围绕这一议题的讨论。本研究就扎根理论研究方法论如何应用于纵向语言测试研究情境这一问题，对知识体系作出了原创性贡献。目前，高等教育中的语言测试主要依赖常规形成性评估与常模性评估所得的数据，扎根理论与纵向研究设计等取向鲜有采用。本文对硕士与博士研究生等新手研究者以及政策制定者将该方法论应用于自身研究具有借鉴意义。

Abstract

The use of grounded theory methodology (GTM) is rare in the field of language testing as indicated by the literature survey. However, this study used GTM in a study on first year undergraduate students writing skills in Fiji. The study used the Common European Framework for Reference (CEFR) to evaluate student writing skills successfully at a university in Fiji. The CEFR is one of the most comprehensive frameworks for language evaluation that has been widely used by language testing organisations mostly in Western countries. This paper takes a methodological position rather than looking at empirical data from the research to engage novice users of GTM to apply it to the field of linguistics, specifically to language testing research. It provides step-by-step guide and a discussion of relevant literature that attest to the use of GTM in linguistics. The methodological contributions and the unique data set of the study will advance scholarly and social policy conversations on this topic. The study makes an original contribution to the body of knowledge on how grounded theory research methodologies can be applied to a longitudinal language testing research context. At present, language testing in higher education relies on data from conventional formative and normative assessments. Approaches such as grounded theory and longitudinal research design have rarely been used. The paper will benefit novice researchers such as Masters and PhD scholars as well as policy makers in applying the methodology to their studies.