Introduction

Emphasizes the importance of writing in enhancing the comprehensive language proficiency of foreign language learners, particularly the role of French writing practice in mastering French. It also points out that under the Ministry of Education's goal of developing students' core competencies, writing ability is a key skill in foreign language learning. Due to the limited research on French writing ability evaluation frameworks domestically, this study aims to construct and apply an operational "French Writing Ability Evaluation Framework for Chinese University Students" to analyze the French writing proficiency of domestic learners.

1. The Construct of French Writing Ability

Discusses the construct of French writing ability, emphasizing that writing ability is a comprehensive reflection of individual knowledge, skills, attitudes, cognition, and reflection. French pedagogy expert Michel Dabène proposes that writing ability consists of knowledge, skills, and internal representations. Writing knowledge includes linguistic knowledge, symbolic knowledge, sociopragmatic knowledge, as well as genre knowledge, textual knowledge, and encyclopedic knowledge. Writing skills involve textual skills and writing skills, i.e., discourse knowledge and writing competence. Internal representations encompass learners' attitudes and motivations toward writing, as well as the concept of "relationship with writing," which includes writing engagement, ideas and attitudes, writing perceptions, and writing discourse. French writing ability is defined as the knowledge and skills constructed by individuals in French writing practice, as well as the totality of emotions, attitudes, motivations, values, and actions toward writing. It consists of three fundamental elements—writing knowledge, writing skills, and relationship with writing—which are interconnected and mutually constraining.

2. Construction of the French Writing Ability Evaluation Framework

Constructs the French Writing Ability Evaluation Framework for Chinese university students through literature review, analysis of language testing scoring criteria, and semi-structured interviews. The study examines domestic and international French teaching syllabi, instructional guidelines, and proficiency test scoring criteria, revealing differences in writing ability evaluation standards. Interviews were conducted with five French instructors with representative expertise and skills, discussing writing values and concepts, evaluation methods, teaching, and practice. Based on the findings, an evaluation framework comprising the three major elements of "writing knowledge," "writing skills," and "relationship with writing" was constructed, with specific descriptive content for each element determined.

3. Application of the French Writing Ability Evaluation Framework

Investigates the application of the French Writing Ability Evaluation Framework among French majors at a 985 university. The participants were second- to fourth-year students, and writing tasks and questionnaires were designed. After completing the writing tasks, two native French speakers scored the essays across four dimensions. The results show that students' writing proficiency improves with grade level, but overall scores remain low. Language knowledge scores increase with grade level, but discourse knowledge, pragmatic knowledge, and writing competence exhibit fluctuating development. Students show low interest in French writing, invest little time in writing, and lack sufficient motivation. They consider vocabulary and expression most important but have inadequate mastery of grammar and cohesive devices. Nearly half of the students do not have the habit of drafting or revising, resulting in impoverished content. The influence of their native language is evident, as students conceptualize in Chinese and translate into French, leading to errors reflecting Chinese thinking patterns. Instructors need to strengthen guidance in these areas to help students improve their French writing ability.

Conclusion

This study constructs a French Writing Ability Evaluation Framework for Chinese university students, aiming to provide a reference for language acquisition and pedagogical research while guiding the assessment of French writing ability. The findings indicate that students' writing knowledge and skills require improvement, and their relationship with writing is negative. Instructors should emphasize students' mastery of writing knowledge, strategic guidance, and the construction of writing meaning. The evaluation framework requires further exploration and refinement, and future research could involve longitudinal data collection.