英语学科能力及其表现研究

Composition and Performance of English Disciplinary Competency

Improving students English disciplinary competency lies in the heart of language education in s chools. Based on an English competency framework consisting of t hree levels of competency， namely， ＂comprehension＂， ＂application＂ ， and ＂ innovation＂， and five levels of students’ learning performance， the authors developed a set of assessment tools using the Rasch model and app lied them to a sample of a large group of senior high school s t udents in City L. The findings indicate that students vary to a large extent on the three competency levels with comprehension generally scored much higher than application and innovation， which provides rich and concr et e empirical evidence for diagnosingt eaching problems. At the same time， the ratios of students’ performance at each of the five levels vary significantly from dis trict to district ， refl ecting indirectly inequalities in teaching resources and qualit y among these districts. The study has both theoretical and practical values for assessing students’ English disciplinary competency ， for diagnosing teaching and learning issues， and for guiding teachers to aim for improving students’ English competency and learning performance.