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1.1 Research Background
随着中国的发展，英语作为第二语言（ESL）的背景下，它是英语为母语和非母语英语教学和评估在一起参加越来越广泛。通常情况下，他们的评级结果确定学生的写作能力上发挥同样的影响力。因此，比较两组之间的分级结果是在中国非常紧迫。公平和构建不同群体的评价者使用相同的规模在评估ESL写作的分数分级有效性受到了极大的关注，在第二语言写作教学和测试（康纳 - 林顿，1995年）。记录计分在ESL写作评价仍然是有问题的区域，因为它的主观性。获得的得分，不仅是反映学生写作能力，同时也作为一个评价者评为质量。两组评级的兼容性已经吸引了越来越多的研究者。大多数人仍然怀疑外来英语为母语的评级，并认为英语会话扬声器更有效和更合适的。因此，哪一组评价者更多合资格，或是否是相同的两组评价者激发了热烈的讨论在语言测试中。许多大型和高风险的测试采用的规范体系，如雅思和托福英语为母语，英语水平测试中，这个系统一直被用来只因它是很常见的。然而，它是重新考虑是否应该接受外来讲英语（泰勒，2006年）。逸岸，的外来英语为母语的人数远远大于英语为母语的，尤其是在中国。这家时髦的外来讲英语的新途径可能被选择作为语言评估。更重要的是，在中国，似乎有很多国内大学与国外大学联合培养。例如，在湖南大学，存在一种学生谁第一个研究国货两年，然后在过去两年海外。现在会出现一种现象，一些学生出国时，海外大学的教师认为自己的英语能力是不适合的满心欢喜通讯员水平。他们怀疑这是因为我们的评价者不能准确地评价学生。With the development of China, in the context of English as a Second Language (ESL),it is more and more widespread for native English speakers and non-native speakers toparticipate in teaching and assessing English together. Often, their grading results exert thesame influence on determining students’ writing ability. Therefore, the comparison of gradingresults between the two groups is of very urgency in China. The fairness and constructvalidity of the scores grading by different groups of raters using the same scale in evaluatingESL writing has been a great concern in second language writing instruction and testing(Connor-Linton, 1995). Writing scoring is still a problematic area in ESL writing assessment,because of its subjectivity. The score obtained is a reflection, not only of students’ writingability, but also of the quality as a rater who has rated it. The compatibility of two groups’ratings has attracted more and more researchers.Most people still doubt ratings by nonnative English speakers and consider that nativeEnglish speakers are more valid and more appropriate. Therefore, a question of which groupof raters is more eligible, or whether the two groups of raters are the same has inspired heateddiscussion in language testing. Many large-scale and high-stake tests adopt the normativesystem of native English speakers such as IELTS and TOEFL, and it is very common justbecause this system has long been used in English proficiency tests. However, it isreconsidered whether the nonnative English speakers should be accepted (Taylor, 2006). Infact, the number of nonnative English speakers is much greater than that of native Englishspeakers, especially in China. This trendy suggests new avenues for nonnative Englishspeakers may be chose as language assessors. What’s more, in China, there appears muchjoint-cultivation of domestic universities with overseas universities. For instance, in HunanUniversity, there exists a kind of students who first study in domestics for two years and thenin overseas for the last two years. Now a phenomenon appears that when some students goabroad, the teachers of overseas universities think their English abilities are not suitable forthe correspondent levels. They doubt it is because our raters couldn’t evaluate studentsaccurately.
Most research has focused on examining whether native English speakers and nonnativeEnglish speakers raters utilize the same scales to assess writings. Probably, most concernabout pedagogical aspect of writing assessment, for instance, to explore the differences inerror feedback of two groups of raters (Jolivet 1997, Kobayashi 1992, Takashima 1987, Sheorey 1986).Another line of research has focused on the differences on assigning analytic scoresbetween the two groups.本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。