我校语言教育与测评研究中心（CLEAR）主任蔡雨阳教授主笔与香港教育大学语言系张显达教授合作撰写的理论框架性论文A Dynamic Language Ability System Framework for Diagnosing EMI Students’ Readiness of English Language Ability（中文译名：《动态语言能力系统框架——全英文教学下的英语能力诊断测试》），6月11日由国际著名学术出版机构Routledge 正式出版。该文收录于专题编著《Rethinking EMI—Multidisciplinary Perspectives from Chinese-Speaking Regions）第八章。该文针对EMI背景下的语言能力诊断测试提出 “动态语言能力系统（Dynamic Language Ability System, DLAS）” 理论框架。DLAS框架由空间与时间两个子系统构成，其中，空间子系统分析了语言能力的三个核心组成要素（即语言能力、学科知识、策略思维能力）以及核心要素与核心要素之间、核心要素与环境要素之间的交互关系，而时间子系统阐述了各类交互机制的动态发展特征。
The article entitled A Dynamic Language Ability System Framework for Diagnosing EMI Students’ Readiness of English Language Ability by Professor Yuyang Cai and Professor Hin-tat Cheung, was published by Routledge on 11th June as chapter 8 in an edited book Rethinking EMI—Multidisciplinary Perspectives from Chinese-Speaking Regions. In this article, the authors proposed the Dynamic Language Ability System (shortened as DLAS) as a framework for diagnosing students’ English language readiness for EMI study and evaluating the efficiency of EMI programs. The DLAS comprises two subsystems: a spatial system and a temporal system. The former captures the complex interaction among the three core components (language competence, discipline knowledge, strategic and thinking competence) and between these core components and other contextual factors, while the latter elaborates the dynamic and progressive nature of these core components and the interaction mechanism.
DLAS框架以系统思维为视角，拓展了传统语言能力构念，指出语言能力发展过程的七个主要特征，强调语言能力发展的融合属性和动态属性。针对这些特征，该论文还提出了五种效度标准来检测动态语言能力测评项目质量：成分效度、互动效度、渐进效度、过渡效度、和两极效度。
Under the paradigm of systems thinking, DLAS advances language ability theories by clarifying the dynamic interaction among the components of language ability. The authors put forward seven features as the manifestation of the functioning of the DLAS to emphasize the complexity and dynamics underlying the development of language proficiency. The authors also propose five aspects of validity (i.e., the validity of componentiality, interaction, progression, transition and bipolarity) as criteria for evaluating programs assessing language progression.
本文具有重要的实践意义与理论价值。首先，DLAS框架有助于科学诊断EMI教学环境下学生的综合语言能力，优化语言教学课程设置、教学实践与教师培训机制，提升教学效率，从而更好更快地达成教学目标。其次，本文在理论与教学实践方面具有前瞻性，为未来的语言教育与测试提供了新的研究范式，将语言能力理论朝着更科学、更完备的方向推进,特别是推动对学习进程的测评。
This article has important practical and theoretical values. The DLAS framework provides a comprehensive guideline not only for measuring students’ language ability in EMI programs, but also for designing and fine-tuning EMI language curriculum, instruction pedagogy and teacher training, thus helping achieve the effectiveness and efficiency of EMI programs. More importantly, it offers a critical perspective and serves as a momentum of the development of language ability theories, especially, for developing programs assessing learning progression.
在我国“新文科”建设背景下，高校外语学科建设正面临诸多挑战。蔡雨阳教授提出的动态语言能力系统理论框架，可为“新外语”学科外语能力测评项目的开发提供理论框架，为“新外语” 学科建设与教学评价提供科学的标准参考，有助于强化外语测试项目质量，助推学科交叉融合与跨学科复合型人才的培养。
Against the backdrop of “New Wenke (or Emerging Liberal Arts)” movement in China, the language deficiency of the local students poses severe challenges to language education in tertiary education. The DLAS provides a holistic frame of reference for language assessment programs, discipline construction and program evaluation. It also helps accelerate the process of delivering high-quality language assessment programs, interdisciplinary integration, and the cultivation of interdisciplinary talents.
外语教育领域的诸多问题，如外语教学应如何高效提升学生的语言能力，如何合理设计语言测试，外语与专业学科应如何做到有机结合等，长久困扰着外语教育工作者和研究者，阅读本文也会带来一些新的启发与思考。
This article would cater to educators and researchers interested in language education and assessment research with new perspectives and inspirations.
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