中國(guó)大學(xué)英語(yǔ)考試閱讀部分構(gòu)念效度研究

內(nèi)容概要

桂敏等編著的《中國(guó)大學(xué)英語(yǔ)考試閱讀部分構(gòu)念效度研究》從心理語(yǔ)言學(xué)的視角，用驗(yàn)證性因子分析及結(jié)構(gòu)方程模型的方法探究了中國(guó)大學(xué)英語(yǔ)四級(jí)考試閱讀部分的構(gòu)念效度。該研究對(duì)某高校181名本科生進(jìn)行了測(cè)試，其中兩項(xiàng)采用了實(shí)驗(yàn)心理語(yǔ)言學(xué)研究的最新技術(shù)、可以對(duì)受試者的反應(yīng)時(shí)間進(jìn)行精確到毫秒級(jí)測(cè)試的DMDX軟件；共收集了44182個(gè)原始數(shù)據(jù)，用SPSS統(tǒng)計(jì)軟件對(duì)數(shù)據(jù)進(jìn)行了整理和分析，用Mplus軟件進(jìn)行了驗(yàn)證性因子分析及結(jié)構(gòu)方程模型探索。研究結(jié)果顯示“外語(yǔ)閱讀能力”至“閱讀考試成績(jī)”之間的路徑為0.75，說(shuō)明大學(xué)英語(yǔ)四級(jí)考試閱讀部分的成績(jī)從很大程度上取決于考生的英語(yǔ)閱讀能力，為大學(xué)英語(yǔ)四級(jí)考試閱讀部分的構(gòu)念效度提供了依據(jù)。
其次，本研究結(jié)果還顯示除了“詞匯知識(shí)”、“句法知識(shí)”、“篇章結(jié)構(gòu)知識(shí)”之外，“識(shí)詞效率”和“工作記憶”對(duì)閱讀能力具有顯著性影響。這一結(jié)果具有較重要的理論和教學(xué)實(shí)踐指導(dǎo)意義。
《中國(guó)大學(xué)英語(yǔ)考試閱讀部分構(gòu)念效度研究》展示了最新、最精確的語(yǔ)言測(cè)量手段以及最尖端的定量研究方法，運(yùn)用了最權(quán)威的二語(yǔ)閱讀理論及語(yǔ)言測(cè)試?yán)碚摚芯拷Y(jié)果對(duì)外語(yǔ)閱讀的理論發(fā)展及實(shí)踐教學(xué)有重要的啟示作用。

作者簡(jiǎn)介

桂敏，武漢大學(xué)外國(guó)語(yǔ)言文學(xué)學(xué)院教師。1995年畢業(yè)于武漢大學(xué)英文系，獲文學(xué)學(xué)士學(xué)位；2004年畢業(yè)于美國(guó)德克薩斯大學(xué)奧斯汀分校外語(yǔ)教育專(zhuān)業(yè)，取得大學(xué)碩士學(xué)位；4年后再次赴美，于2011年獲得德克薩斯大學(xué)奧斯汀分校博士學(xué)位。研究興趣包括二語(yǔ)習(xí)得、語(yǔ)言測(cè)試和二語(yǔ)閱讀。師從著名的二語(yǔ)習(xí)得專(zhuān)家Elaine
Horwite博士、語(yǔ)言測(cè)試學(xué)者LiaPlaka博士和二語(yǔ)閱讀學(xué)者DianaPulido博士。在攻讀博士學(xué)位期間兩次獲得美國(guó)德克薩斯大學(xué)奧斯汀分校的Competitive
Academic Scholahip，一次獲得該校教育學(xué)院的CookeScholahip in
Education。多次參加國(guó)際學(xué)術(shù)研討會(huì)，并于2010年合作籌備并主持Texas ForeignLanguage Education
Conference。近年來(lái)在《中國(guó)應(yīng)用語(yǔ)言學(xué)》、《武漢大學(xué)學(xué)報(bào)》及Language Assessment
Quarterly等中外有影響力的期刊上發(fā)表研究論文多篇。

書(shū)籍目錄

List of Tables
List of Figures
Chapter I Introduction
 1.1 Background
 1.2 A Brief Introduction to the CET
 1.3 Conceptualizing Reading and Reading Ability
  1.3.1 Fit Language Reading Research
  1.3.2 Conceptualizing L2 Reading and Reading Ability
 1.4 Assessing Reading Ability
  1.4.I Purposes and Models of Reading Assessment
  1.4.2 Qualities of L2 Reading Assessment
 1.5 A Validity Argument for Reading Assessments
 1.6 Research Questio
 1.7 Components Selected to Estimate Reading Ability in the
  Present Study
 1.8 Confirmatory Models for Reading Ability
Chapter 2 Literature Review
 2.1 Yang & Weir's (1998) Validation Study of the National
College English Test
 2.2 Studies on the CET Spoken English Test (CET-SET)
 2.3 Studies on the CET Listening Section
 2.4 Studies on the CET Reading Section
 2.5 Studies on the CET Writing Section
 2.6 Studies on the CET Tralation Section
 2.7 Studies on the Coequential Validity of the CET
Chapter 3 Research Methods
 3.1 Recruitment of Participants
 3.2 Itruments
  3.2.1 The Itrument for Measuring Word Recognition
  3.2.2 The Itrument for Measuring Working Memory
  3.2.3 The Itrument for Measuring Semantic Knowledge
  3.2.4 The Itrument for Syntactic Knowledge
  3.2.5 The Itrument for Discoue Knowledge
  3.2.6 The Itrument for Measuring Metacognitive Reading Strategy
Use 
 3.3 Data Collection
  3.3.1 Administration of the Six Itruments for Measuring Reading
Components
  3.3.2 Collection of the Scores in the CET Reading Section
 3.4 Data Analysis
  3.4.1 Software
  3.4.2 Number of Items for Each Participant
  3.4.3 Scoring Methods for the Word Recognition Task
  3.4.4 Scoring Methods for the Working Memory Task
  3.4.5 Scoring Methods for the Semantic Knowledge Measurement Task
  3.4.6 Scoring Methods for Syntactic Knowledge Measurement Task
  3.4.7 Scoring Methods for Discoue Knowledge Measurement Tasks 
  3.4.8 Scoring Methods for Metacognitive Reading Strategy Use
Measurement Tasks
 3.5 Variable Index
 3.6 Statistical Procedures
  3.6.1 Item-Level Data Analysis
  3.6.2 Confirmatory Factor Analysis
  3.6.3 Structural Equation Modeling Analysis
  3.6.4 Model Evaluation
  3.6.5 Model Modification and Respccification
Chapter 4 Results
 4.1 Missing Data Treatment
 4.2 Participants
 4.3 Descriptive Statistics of the Six Itruments
  4.3.1 Descriptive Statistics of the Word Recognition Measurement 
  4.3.2 Reliability of the Word Recognition Measurement
  4.3.3 Descriptive Statistics for the Working Memory Measurement 
  4.3.4 Reliability of the Working Memory Measurement
  4.3.5 Descriptive Statistics for the Semantic Knowledge
Measurement
  4.3.6 Reliability of the Semantic Knowledge Measurement
  4.3.7 Descriptive Statistics for the Syntactic Knowledge
Measurement
  4.3.8 Reliability of the Syntactic Knowledge Measurement
  4.3.9 Descriptive Statistics for the Discoue Knowledge
Measurement
  4.3.10 Reliability of the Discoue Knowledge Measurement
  4.3.11 Descriptive Statistics for the Measurement of
Metacognitivc Reading Strategy Use
  4.3.12 Reliability of the Measurement of Metacognitive Reading
Strategy Use
 4.4 Descriptive Statistics for the Scores in the CET Reading
Section
 4.5 Indicato of Word Recognition and Working Memory Variables
 4.6 Confirmatory Factor Analysis with Nine Observed Variables
  4.6.1 Model Specification
  4.6.2 Model Identification
  4.6.3 Data Summary
  4.6.4 Model Estimation and Evaluation
  4.6.5 Model Respecification
  4.6.6 Parameter Estimates Interpretation
 4.7 Competing CFA Models
  4.7.1 Six-observed-variable CFA Model for Reading Ability
  4.7.2 High Order CFA Model 1 for Reading Ability
  4.7.3 Higher Order CFA Model 2 for Reading Ability
 4.8 Full Latent Variable Structural Model Analysis
  4.8.1 Model Specification
  4.8.2 Model Identification
  4.8.3 Data Summary
  4.8.4 Model Estimation and Evaluation
  4.8.5 Parameter Estimates Interpretation
Chapter 5 Conclusion
 5.1 Cotruct Validity of the CET Reading Section as Revealed in the
Present Study
 5.2 Implicatio for Validation Studies of the CET
 5.3 The Components of Reading Ability
 5.4 Implicatio for L2 Reading Theories
  5.4.1 The Component Skills of L2 Reading
  5.4.2 Lower-level Processing Efficiency of L2 Reading
 5.5 Implicatio for L2 Reading Pedagogy
 5.6 Implicatio for L2 Reading Assessment
 5.7 A Discussion of the Itruments for Measuring Word Recognition
and Working Memory
 5.8 Limitatio
 5.9 Future Research
 5.10 Conclusion
Appendix A Participant Recruitment Flyer (Chinese Veion)
Appendix B Participant Recruitment Flyer (English Veion)
Appendix C Peonal Information Sheet (Chinese Veion)
Appendix D Peonal Information Sheet (English Veion)
Appendix E Measurement of Word Recognition
Appendix F Measurement of Working Memory
Appendix G Measurement of Semantic Knowledge
Appendix H Measurement of Syntactic Knowledge
Appendix I Measurement of Discoue Knowledge
Appendix J Measurement of Metacognitive Strategy in Reading
References

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