{"title":"符号和索引性:在SCWT中加强情境模型对齐的案例研究","authors":"Jing Zhu, Chun-xu Duan","doi":"10.1515/lass-2022-0004","DOIUrl":null,"url":null,"abstract":"Abstract The story continuation writing task (SCWT) is a newly emerging proficiency test of National Matriculation English Test (NMET) in three provinces in China. Nevertheless, little is known with respect to how test-takers enhance their alignment of situation models in SCWT. This paper reports on a case study of the development of situational alignment of one L2 (second language) learner in a senior high school in Jiangsu Province, China, drawing on qualitative data collected via individual face-to-face interviews, and supplemented by face-to-face conversations and email exchanges, over a period of one year. This study investigates how the test-taker enhances her alignment of situation models, and what factors contribute to her development of situational alignment under the framework of a new semiotic research finding, a pan-indexicality model. This paper concludes that test-takers possess the capacity of developing their alignment of situation models, and that a pan-indexicality model, affording opportunities for test-takers to accurately decode the meaning of a linguistic sign at the overall sense level, plays a decisive role in identifying and integrating key dimensions of situation models and eventually enhancing test-takers’ situational alignment. This study suggests that a pan-indexicality model can be employed by test-takers to understand the meaning of a linguistic sign at the overall sense level, and test-takers’ encyclopedic knowledge, contextual information, and personal emotions regarding a linguistic sign should be highlighted in classroom instruction to help test-takers construct aligned situation models in SCWT.","PeriodicalId":74056,"journal":{"name":"Language and semiotic studies","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Sign and indexicality: a case study of enhancing alignment of situation models in SCWT\",\"authors\":\"Jing Zhu, Chun-xu Duan\",\"doi\":\"10.1515/lass-2022-0004\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The story continuation writing task (SCWT) is a newly emerging proficiency test of National Matriculation English Test (NMET) in three provinces in China. Nevertheless, little is known with respect to how test-takers enhance their alignment of situation models in SCWT. This paper reports on a case study of the development of situational alignment of one L2 (second language) learner in a senior high school in Jiangsu Province, China, drawing on qualitative data collected via individual face-to-face interviews, and supplemented by face-to-face conversations and email exchanges, over a period of one year. This study investigates how the test-taker enhances her alignment of situation models, and what factors contribute to her development of situational alignment under the framework of a new semiotic research finding, a pan-indexicality model. This paper concludes that test-takers possess the capacity of developing their alignment of situation models, and that a pan-indexicality model, affording opportunities for test-takers to accurately decode the meaning of a linguistic sign at the overall sense level, plays a decisive role in identifying and integrating key dimensions of situation models and eventually enhancing test-takers’ situational alignment. This study suggests that a pan-indexicality model can be employed by test-takers to understand the meaning of a linguistic sign at the overall sense level, and test-takers’ encyclopedic knowledge, contextual information, and personal emotions regarding a linguistic sign should be highlighted in classroom instruction to help test-takers construct aligned situation models in SCWT.\",\"PeriodicalId\":74056,\"journal\":{\"name\":\"Language and semiotic studies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-10-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language and semiotic studies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/lass-2022-0004\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language and semiotic studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/lass-2022-0004","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Sign and indexicality: a case study of enhancing alignment of situation models in SCWT
Abstract The story continuation writing task (SCWT) is a newly emerging proficiency test of National Matriculation English Test (NMET) in three provinces in China. Nevertheless, little is known with respect to how test-takers enhance their alignment of situation models in SCWT. This paper reports on a case study of the development of situational alignment of one L2 (second language) learner in a senior high school in Jiangsu Province, China, drawing on qualitative data collected via individual face-to-face interviews, and supplemented by face-to-face conversations and email exchanges, over a period of one year. This study investigates how the test-taker enhances her alignment of situation models, and what factors contribute to her development of situational alignment under the framework of a new semiotic research finding, a pan-indexicality model. This paper concludes that test-takers possess the capacity of developing their alignment of situation models, and that a pan-indexicality model, affording opportunities for test-takers to accurately decode the meaning of a linguistic sign at the overall sense level, plays a decisive role in identifying and integrating key dimensions of situation models and eventually enhancing test-takers’ situational alignment. This study suggests that a pan-indexicality model can be employed by test-takers to understand the meaning of a linguistic sign at the overall sense level, and test-takers’ encyclopedic knowledge, contextual information, and personal emotions regarding a linguistic sign should be highlighted in classroom instruction to help test-takers construct aligned situation models in SCWT.