2.4 Summary
This chapter has shown that,although no theories of writing is currently available for measuring the writing proficiency of pre-service EFL teachers,a list of nineteen discourse features has been proposed based on the requirements/standards of language teachers regarding writing proficiency,which provides an underlying theoretical foundation for examining the writing proficiency of pre-service EFL teachers.The foregoing review of empirical L2 studies also shows that the attempts have been made to evaluate the essay quality by experimenting with a number of measures.Table 2-5 presents the broad categories underlying the constructs of writing proficiency in the left-hand column.The right-hand column presents the relevant measures that have been chosen as operationalization of these constructs,which will be employed in Study One.
注释
[1]The capitalized features,i.e.,“Lexical Resources”are category labels developed in the current study.The italic features,i.e.,“error-free t-unit ratio”are measures of features employed in empirical studies.The features with normal formats such as“fluency”are general terms for text features employed in the writing research.
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