中國(guó)大學(xué)生英語(yǔ)口語(yǔ)分析性評(píng)估體系的構(gòu)建與效驗(yàn)

前言

　　口語(yǔ)能力是語(yǔ)言能力的重要組成部分，其測(cè)評(píng)歷來(lái)是語(yǔ)言測(cè)試研究者和語(yǔ)言教學(xué)工作者所關(guān)注及研究的重點(diǎn)之一?？谡Z(yǔ)測(cè)評(píng)大多是一種基于被試者表現(xiàn)的考試形式（performance-basedtesing），即被試者根據(jù)考試要求，完成一個(gè)或數(shù)個(gè)口語(yǔ)任務(wù)，然后由考官根據(jù)考生表現(xiàn)決定其口語(yǔ)能力等級(jí)。在這個(gè)過(guò)程中有幾個(gè)因素會(huì)影響考生表現(xiàn)：首先是他的口語(yǔ)能力，其次是口試形式、評(píng)分標(biāo)準(zhǔn)以及考官個(gè)人因素。其中一個(gè)基礎(chǔ)且關(guān)鍵的環(huán)節(jié)是評(píng)分標(biāo)準(zhǔn)。因而，如何制定一個(gè)能客觀、公正、全面地衡量口語(yǔ)能力的評(píng)分標(biāo)準(zhǔn)是口語(yǔ)測(cè)試人員迫切需要解決的一個(gè)課題?！　”緯诳谠囋u(píng)分標(biāo)準(zhǔn)制定方面做了卓有成效的探索。作者以分析性評(píng)分模式為切人點(diǎn)，以多種理論模式為依據(jù)，以現(xiàn)行英語(yǔ)教學(xué)大綱為基準(zhǔn)，在大規(guī)模調(diào)研的基礎(chǔ)上，提出了分析性口語(yǔ)評(píng)估體系（OARS）?！　”緯哂幸韵绿攸c(diǎn)。文獻(xiàn)部分的綜述全面、詳盡，涵蓋了本領(lǐng)域的最新研究成果。作者從不同角度闡述了相關(guān)理論模式，包括語(yǔ)言能力模式及口語(yǔ)評(píng)分理論依據(jù)。闡述條理清晰、概括性強(qiáng)、層次分明，顯示了作者扎實(shí)的理論功底?？谡Z(yǔ)評(píng)估體系的第一個(gè)特點(diǎn)是測(cè)量維度全面：既包括語(yǔ)言能力又涵蓋策略能力。同時(shí)，語(yǔ)言能力的衡量能兼顧到口語(yǔ)能力的外顯特點(diǎn)（如語(yǔ)音語(yǔ)調(diào)等）。策略能力的判斷也基于口語(yǔ)交際的特征之上，如包括體勢(shì)語(yǔ)、聲調(diào)、音量等。因此，該評(píng)估體系能較為客觀、公正地評(píng)價(jià)口語(yǔ)能力?？谡Z(yǔ)評(píng)估體系的另一特點(diǎn)是兼顧英語(yǔ)教學(xué)要求，每個(gè)小項(xiàng)都有相應(yīng)的等級(jí)描述。這有利于該體系的使用者（教師、學(xué)生）充分利用口語(yǔ)測(cè)試的信息反饋，促進(jìn)教與學(xué)。

內(nèi)容概要

本書作者以Bachman的交際語(yǔ)言能力（CLA）模式、Cohen的語(yǔ)用口試等級(jí)評(píng)分表、Nunn的小組討論等級(jí)評(píng)分表、高校英語(yǔ)教學(xué)大綱為基礎(chǔ)，結(jié)合大規(guī)模問卷調(diào)查結(jié)果構(gòu)建了中國(guó)大學(xué)生口語(yǔ)評(píng)估體系。在將其運(yùn)用于來(lái)自六類院校180名學(xué)生的口語(yǔ)評(píng)估后，對(duì)其進(jìn)行了全面的效度研究，同時(shí)深入探討了中國(guó)大學(xué)生英語(yǔ)口語(yǔ)的普遍特征。作者提出的口語(yǔ)評(píng)估體系具備科學(xué)性和可行性，對(duì)口語(yǔ)測(cè)試評(píng)分標(biāo)準(zhǔn)的改進(jìn)和完善具有借鑒意義，對(duì)提高口語(yǔ)測(cè)試的總體效度有著很高的理論意義和應(yīng)用價(jià)值。本書的讀者對(duì)象為從事英語(yǔ)口語(yǔ)教學(xué)評(píng)估的研究人員和專業(yè)學(xué)生，也可供高校英語(yǔ)教師參考使用。

書籍目錄

List of Acronyms List of Figures List ofTablesChapter1 Introduction 　1.1 Need for the study 　　1.1.1 Students perspective 　　1.1.2 Teachers perspective 　　1.1.3 Purpose of the study 　1.2 Configuration of the study 　　1.2.1 Study procedure 　　1.2.2 Study questions 　1.3 Significance of the study 　1.4 Layout of the book 　1.5 Summary Chapter2 Literature Review 　2.1 Fundamentals of oral proficiency 　　2.1.1 Speech communication and its characteristics 　　2.1.2 Essence of speech communication 　　　2.1.2.1 Language use versus usage 　　　2.1.2.2 Communicative competence versus linguistic competence 　　　2.1.2.3 Accuracy versus fluency 　　　2.1.2.4 Correctness versus appropriateness 　　　2.1.2.5 Proficiency versus achievement 　　　2.1.2.6 Process versus product 　　　2.1.2.7 Synthetic approach versus analytic approach 　　　2.1.2.8 The learner versus the teacher 　　2.1.3 Components of oral proficiency 　2.2 Classification of oral rating scales 　　2.2.1 Holistic rating scales 　　2.2.2 Analytic rating scales 　　2.2.3 Combination of holistic&analytic rating scales 　　2.2.4 Integration of holistic&analytic rating scales 　　2.2.5 Using analytic rating scales for the project 　2.3 Summary Chapter3 Study Bases 　3.1 Empirical basis 　　3.1.1 Syllabus description 　　3.1.2 Oral tests of CET&TEM　3.2 Theoretical basis 　　3.2.1 CLA model 　　　3.2.1.1 Language competence 　　　3.2.1.2 Strategic competence　　　3.2.1.3 Psychophysiological mechanisms 　　　3.2.1.4 Significance of CLA to OARS 　　　3.2.1.5 Trait factors of CLA 　　3.2.2 Cohen's rating scale for pragmatic speaking 　　3.2.3 Nunn's rating scales for small group interaction 　　　3.2.3.1 Nunn's rating scales of interactive skills　　　3.2.3.2 Nunn's rating scales of intelligibility 　　　3.2.3.3 Significance of Nunn's rating scales to OARS 　　3.2.4 Reconsiderations on strategic competence 　　　3.2.4.1 Classification of strategic competence 　　　3.2.4.2 Evaluation of nonverbal communication 　3.3 Summary Chapter4 Construction of OARS Chapter5 The PilotValidation Study Chapter6 The Field Validation Study Chapter7 Conclusions and Recommendations Appendix1 Empirical Basis Appendix2 Questionnaires Appendix3 Experiments Appendix4 Data of the Validation Study

章節(jié)摘錄

　　Chapter 4 concerns the construction of the model of oral analytic rating scales. In this chapter， a needs analysis is presented to show how the range finders and descriptors are obtained through a large-scale questionnaire survey. Then the whole model is discussed with detailed explanation of its essence. Finally， sample ratings are conducted to manifest how the rating scales can be applied.　　Chapter 5 presents the pilot validation study of the present model. Its main purpose is to test the utility of OARS and possible problems in practical application. It incorporates research purpose， subjects， operation and analysis. Various study instruments are displayed here， including reliability coefficient， construct validity， external validity， etc.　　Chapter 6 displays the field validation study of the model. It focuses on further applicability， reliability and validity of OARS when applied to different kinds of candidates and in large-scale oral tests. On this basis， characteristics of oral English proficiency of Chinese college students are touched upon. This chapter is also composed of research purpose， subjects， operation and analysis， and such parameters as reliability coefficient， construct validity and external validity are tested.　　Chapter 7 is the concluding section. It summarizes the results of the validation study and the flowchart of designing OARS as well as precautions in the application of OARS. It also provides tentative suggestions and recommendations on oral English instruction and assessment in Chinese universities. Moreover， further studies of this kind are suggested.

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    中國(guó)大學(xué)生英語(yǔ)口語(yǔ)分析性評(píng)估體系的構(gòu)建與效驗(yàn) PDF格式下載

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