2024年11月24日，外语一流课程建设论坛在中南民族大学举行。上海对外经贸大学语言教育与测评中心 (CLEAR)主任蔡雨阳教授在论坛发表主题为 “面向学习过程的语言能力测评” 的主旨报告。CLEAR中心成员李冬冬老师、赵敏老师、葛倩文同学、陈艳同学以及左巧玲同学在分论坛做了主题为 “岛脊曲线： 揭示外语教育复杂性的新视角” 的专题报告。
On November 24, 2024, a forum on the Construction of First-Class Foreign Language Curriculum was held at South-Central Minzu University. Professor Cai Yuyang, director of the Center for Language Education and Assessment (CLEAR), delivered a keynote speech at the forum titled "Assessing language learning progressions." CLEAR members Ms. Li Dongdong, Dr., and Miss Ge Qianwen (doctoral student at SISU), Chen Yan, and Zuo Qiaoling (graduate students at SUIBE) presented a symposium with the theme of "Island Ridge Curve: A New Perspective Revealing the Complexity of Foreign Language Education" at the parallel session.
蔡教授在主旨报告中指出，在传统外语能力测评至少有两大局限性不符合现代中国对高端外语人才的需要:一是现有语言测评局限于语言本体知识和技能的测评，忽略学科领域知识和高端思维能力的测评;二是局限于静态的语言表现测评，忽略学习者外语能力动态发展特征的测评。蔡教授首先简要介绍了《动态语言能力系统》，提出将其作为面向学习过程的外语能力测评框架。然后他以阅读能力发展过程测评为例，为观众介绍了如何设计面向学习过程的语言能力测评。蔡教授的报告为外语教育领域提供了新的视角和方法，强调了测评体系的创新对于培养适应新时代需求的外语人才至关重要。
Prof. Cai pointed out in his keynote that there are at least two major limitations in current language assessment practices that do not meet the needs of high-end foreign language talents in modern China: first, existing language assessments are confined to the assessment of language ontological knowledge and skills, and ignores the assessment of meaning and thinking ability; second, they are confined to the assessment of static language performance, and ignores the assessment of the dynamic development characteristics of language ability. Professor Cai subsequently introduced the Dynamic Language Ability System (DLAS) framework and proposed it as a learning process-oriented framework for language assessment. Then he took the reading ability development process assessment as an example to introduce how to design a learning progression-oriented language proficiency assessment. Professor Cai's report provides new perspectives and methods for foreign language assessment and education, emphasizing that innovation in the assessment system is crucial for cultivating foreign language talents who can meet the needs of the new era.
分论坛由葛倩文同学主持，专题报告包括四篇以岛脊曲线(Island Ridge Curve, IRC)为理论框架的实证研究。报告伊始，葛倩文同学首先系统介绍了岛脊曲线理论的理论框架，接着与现场学者分享了自己的研究，题为“从岛脊曲线理论视角探讨话题熟悉度和考试焦虑是否会影响大学英语考试的效度”。研究发现话题熟悉度通过考试焦虑间接预测中等水平学习者的四级阅读成绩，为岛脊曲线理论提供了新证据。
Chaired by Qianwen Ge, the symposium included four empirical studies based on the theoretical framework of the Island Ridge Curve (IRC) theory. At the beginning of the report, Qianwen Ge introduced the theoretical framework of IRC, and then shared her study entitled “Does topic unfamiliarity and test anxiety engender the validity of the College English Test? A lens from the Island Ridge Curve Theory.” The study found that topic familiarity indirectly predicts medium-proficiency learners' CET-4 reading test scores through test anxiety, providing new evidence for the Island Ridge Curve theory.
陈艳同学将岛脊曲线理论与换位思考和学生对英语学习的自我概念结合，探究了这些变量对低、中、高三组学生的英语成绩的不同影响。研究结果表明，自我概念和换位思考与英语成绩呈正相关，但换位思考对英语成绩的影响要通过自我概念才能起作用；此外，上述变量对英语成绩的直接和中介影响只对中等水平的学生显著，而对低水平或高水平的学生不显著。本研究揭示了岛脊曲线对于提高学生自我概念和英语教学的有效性。
Yan Chen combined the IRC with perspective-taking and students' self-concept of English learning to investigate the different effects of these variables on the English achievement of students in the low, medium and high proficiency groups. The results of the study showed that self-concept and perspective-taking were positively related to English achievement, but the effect of perspective-taking on English achievement was completely mediated by self-concept; moreover, the direct and mediated effects of the above variables on English achievement were significant only for medium-proficiency students, but not for low- or high-proficiency students. This study reveals the effectiveness of the IRC in improving students' self-concept in English language teaching.
左巧玲同学则在岛脊曲线理论和控制价值理论的框架下探讨低、中、高英语水平组的无聊情绪、自我效能感和英语成绩的关系。研究发现无聊情绪对英语成绩有消极影响但这种消极影响在中等水平的学生中不显著，自我效能感与英语成绩呈正相关并且只有在高水平的学生中，自我效能感可以通过降低学生的无聊情绪对其英语成绩产生积极影响。该研究对于结合岛脊曲线理论和控制价值理论来解释外语学习中学生的无聊情绪和自我效能感的本质具有重要意义。
Qiaoling Zuo explored the relationship between boredom, self-efficacy and English achievement in the low, medium and high proficiency groups under the framework of the IRC and the Control Value Theory. It was found that boredom had a negative effect on English performance but this negative effect was not significant in the medium-proficiency group, self-efficacy was positively related to English performance and self-efficacy could have a positive effect on English performance by reducing boredom only in the high-proficiency group. The study suggests the value of combining the control-value theory and the IRC to unveil the nature of boredom and self-efficacy in L2 learning.
李冬冬老师和赵敏老师则探讨了元认知策略、自我效能感和英语水平在决定学生英语考试成绩方面的相互作用。具体而言，该研究探讨了元认知策略和自我效能感对英语考试成绩的相对重要性，以及元认知策略在自我效能感和英语考试成绩之间的中介作用。研究发现元认知策略和自我效能感对学生英语阅读成绩的正向作用只在中等水平的学生中起作用。研究结果为 “岛脊曲线 ”理论提供了更多证据，也为在英语教育项目中对认知和动机进行干预提供了有用信息。
Ms Dongdong Li and Ms Min Zhao explored the interplay between meta-cognitive strategies, self-efficacy and English proficiency in determining students' English performance. Specifically, the study explored the relative importance of meta-cognitive strategies and self-efficacy on English performance, and the mediating role of meta-cognitive strategies between self-efficacy and English performance. It was found that the positive effects of meta-cognitive strategies and self-efficacy on students' English reading performance were significant only among high-proficiency group. The results of the study provide more evidence for the IRC and useful information for interventions on cognition and motivation in English education programs.
此次学术交流让越来越多的学者认识了岛脊曲线理论，该理论在外语教育研究领域表现出的强大的适用性和解释力也引起了众多学者的兴趣。
通过参与这些高水平学术会议，老师和同学们不仅拓宽了学术视野，还加强了与众多学者的交流与合作，为今后的学术研究打下了基础。这些宝贵的经验和拓展的资源将有助于他们在未来的学术研究和职业发展中取得更大突破。
This academic exchange has enabled more and more scholars to get acquainted with the IRC theory, and the strong applicability and explanatory power that the theory has shown in the field of foreign language education research has also aroused the interest of many scholars. By participating in these high-level academic conferences, both our teachers and graduate students broadened their academic horizons and strengthened their communication and cooperation with many scholars, which could lay a solid foundation for their future academic research. These valuable experiences and expanded resources will help them make greater breakthroughs in their future academic research and career development.
会议新闻简报网址：http://caflcs.com.cn/news_list2/176.html
撰稿人：左巧玲
Contributed by: ZUO Qiaoling