【摘要】 在英语阅读评估中,教师需要为学生提供与其能力水平相适应的阅读素材。然而,对于英语教师来说,判断和调整素材文本的语言难度是一项具有挑战性的任务。尽管已有很多技术工具可以辅助英语教师完成阅读素材难度的调控,但目前对于英语教师的技术应用现状的探究尚显不足。因此,本研究通过对168名中国大学英语教师实施问卷调查,分析其在阅读素材难度调控过程中的行为表现和对于技术工具的使用现状并探究影响其技术使用的主要因素。调查结果表明,英语教师在难度调控实践中存在调控意识薄弱、调控行为不足等问题,但技术工具却未得到充分利用以帮助其解决这些问题。英语教师的技术使用受到了诸多因素的影响,其中,技术工具的"有效程度"起到了促进作用,而"易用程度""主观规范""使用条件""个人态度"四个因素均阻碍了其技术使用。根据调查结果,本文为技术工具研发、英语教师发展以及未来相关研究提供了启示。更多还原

【Abstract】 In reading assessment, teachers need to provide reading materials of suitable text complexities for students on expected proficiency levels. However, it is a challenging task for teachers to evaluate and adjust the text complexity of source texts. While a large number of technology tools are now available to help with text adaptation, few attempts have been made to investigate teachers’ use of such technology tools in their practices. This article reports on a questionnaire survey on 168 Chinese college English teachers’ behavior in text adaptation, their use of technology, and the factors influencing their technology use. Results indicated that teachers had problems in their practices of text adaptation, such as weak awareness and inadequate modifications; and unfortunately, technology was yet not effectively employed to help the teachers solve these problems. Teachers’ technology use was affected by many factors. Perceived usefulness seemed to be a major enabler, while perceived ease of use, subjective norm, facilitating conditions, and attitude towards use tended to obstruct teachers from using technology. Based on the results, suggestions are provided for the development of technology tool, English teacher education, and future research as well.更多还原