任务型评价中的任务难度因素

Factors affecting task difficulty in TBLA

任务型语言教学在外语教学中得到了广泛的认同，但是在任务型评价中如何确定任务的难度却是测试中一个颇有争议的问题。本项研究在Skehan（1998）认知难度任务体系的基础上，设计了任务难度框架及宏观任务难度纵向表，并根据国家《英语课程标准》实验稿（2001）中24 个话题设计了相应的任务，在2004 年1 月至2005 年3 月间，对七组（41 位）英语教师及研究人员就国内中小学英语任务型评价中的任务难度因素进行了系列研究并进行了相关分析及评定。41 位教师及60 位学生还参与对于任务难度因素看法的访谈，其过程全程录入进行分析归纳。对教师评定难度及访谈结果的分析支持Skehan（1998）的任务认知难度的框架。同时，研究提出了在我国外语学习环境下审视影响任务难度因素的新视角。

Despite the widespread adaptation of task-based language teaching in EF/SL， task difficulty has been a controversial issue in task-based assessment. This study investigates the impact of the factors that affect task difficulty in task-based assessment in schools on the Chinese mainland， in light of the cognitive complexity framework proposed by Skehan (1998). Seven groups of 41 teachers rated a series of tasks of different themes in China's English Curriculum Standard on a modified analytical task difficulty scheme. The 41 teachers' and 60 students' perceptions of the difficulty of the tasks were obtained from focus group interviews which were videotaped. Then both the rating and the interview results were analysed. The results from the pilot study among the Chinese teachers supported Skehan's framework， and also raised new perspectives for determining the difficulty of tasks and developing a framework.