交際口語測試理論與新模式研究

內容概要

　　口語測試是語言測試的一個重要組成部分，但由于其自身的特點和要求，口語測試一直被認為是十分困難的。在口語測試中，一種很常見的測試方法是面試。在傳統(tǒng)的面試中，考官向考生提出問題，然后由考生做出回答。這樣的測試方式具有很強的可操作性，簡單實用，但也有很大的弊病。首先，考官既要和考生對話，又要對考生的口語能力做出判斷?？脊僖瑫r擔任評判者和對話者兩個角色。考官很難在專心與考生談話的同時對考生在測試中的表現進行評分，對其口語能力做出全面的判斷。第二，傳統(tǒng)的面試形式使考生處于一種非常被動的地位，考生往往比較緊張，很難完全發(fā)揮自己的口語水平。第三，傳統(tǒng)的口語測試評分過程完全是主觀的，一般情況下雖然有描述性的評分標準，但考官在評分過程中的個人好惡和傾向性是難以避免的?！　榱烁倪M傳統(tǒng)的口語測試形式，本研究嘗試將傳統(tǒng)的完形填空用于口語測試。所謂完形填空，是1953年由W.L.Taylor。提出的，最初被用來測試母語文章可讀性。完形填空被認為是一種測試綜合語言能力的可靠、有效、快捷、經濟的方式，有很高的信度和效度，在國內外的許多語言測試中都被廣泛地運用。對完形填空的各種研究很多，但把完形填空運用于口語測試的研究在國內外尚不多見?！　”狙芯扛鶕浑H語言測試的基本理論和語言交際中的Information Gap原理，采用傳統(tǒng)的完形填空形式，在口語測試中將聽、說、讀、寫等語言技能結合起來，綜合地測試考生的口語水平。在本研究中，作者選取了一位新西蘭籍教師的信件為文本，根據完形填空的命題原則和方法，設計了20個空，要求考生在15分鐘內完成測試。在該測試過程中，不是考官向學生提問由學生回答，而是考生首先通讀短文，然后向考官提出問題，從考官那里獲得信息，并把獲得的信息填在空白處。測試結束后，考官根據學生所寫下來的內容進行評分。

書籍目錄

Introduction　0.1 Background and Aims of the Research　0.2 Organization of the DissertationChapter One Theoretical Basis of Communicative Language Testing　1.1 Hvmes: Communicative Competence　1.2 Canale and Swain.the Notion of Communicative Competence 　1.3 Bachman.A Framework of Language Competence　1.4 A Framework of Test Method Facets (TMF)　1.5 Other Factors Influencing Language Performance Testing　1.6 Distinguishing Features of Communicative Language Testing 　1.7 Integration of the Four Skills　1.8 SummaryChapter Two Communicative Oral Testing 　2.1 The Nature of Oral Communication　2.2 Stylistic Features of Spoken Language　2.3 Definition of Speaking Ability　2.4 Types of Oral Tests　2.5 Elicitation Techniques　2.6 Historical Trends and the Present Situation of Oral Testing　2.7 The Difficulty in Testing Speaking Ability　2.8 Issues to Be Considered in Testing Speaking　2.9 SummaryChapter Three Information Theory and Information Gap　3.1 Information and Information Theory　3.2 Information Theory in Linguistics　3.3 Information Gap　3.4 Cloze and Information Gap　3.5 Forms of Information Gap Used as an Oral Testing Technique　3.6 SummaryChapter Four Cloze Test 　4.1 Definition of Cloze Test　4.2 Theoretical Basis of Cloze　4.3 Classifications of Cloze　4.4 Other Varieties of Cloze　4.5 Previous Studies of Cloze Test　4.6 Criticism of Cloze Test　4.7 SummaryChapter Five An Experimental Study 　5.1 Rationale behind the Research　5.2 Research Questions　5.3 Development of the Oral Cloze Test　5.4 Administering the Test　5.5 Scoring the Test　5.6 SummaryChapter Six Analysis of the Research Results　6.1 Statistical Analysis of the Test Results　6.2 Analysis of the Test Items　6.3 Analysis of the Questionnaire tor Students　6.4 Analysis of the Questionnaire for Teachers　6.5 Correlation of the Oral Cloze Test with Other Courses　6.6 SummaryChapter Seven Validation of the Experimental Test　7.1 Framework of Evaluating a Language Test　7.2 Four Components in the Oral Cloze Test:Reading, Speaking, Listening and Writing　7.3 Face Validity　7.4 Content Validity　7.5 Construct Validity　7.6 Concurrent Validity　7.7 Reliability　7.8 Practicality　7.9 BaCkwash Effect of the Oral Cloze Test on Language Teaching and Learning　7.10 Limitations of the Study and Prospect for Further Research 　7.11 SummaryChapter Eight ConclusionAppendicesBibliography

章節(jié)摘錄

　?。?）identify the information that is needed for realizing a particularcommunicative goal in a given context；　?。?）determine what language competences are at our disposal formost effectively bringing that information to achieving thecommunicative goal；　?。?）ascertain the abilities and knowledge shared by ourinterlocutor；　?。?）follow the communication attempt； evaluate the extent to thecommunicative goal that has been achieved （Bachman， 1990： 100）.　　Planning strategy enables us to get relevant items from languagecompetence and then formulate a plan whose realization is expected toachieve the communicative goal.　　Execution strategy can help us to draw on the relevantpsychophysiological mechanisms to implement the plan in the modalityand channel appropriate to the communicative goal and the context（Bachman， 1990： 100-103）.　　Here， the close relation between the three components calls for ourattention. In comprehending or interpreting， assessment， planning andexecution are the same process， which cant be separated.1.3. 4 Psychophysiological Mechanism Psychophysiological mechanism， which used to be ignored in theformer description of communicative language ability for variousreasons， inevitably plays a constant role in communicative activities， forthese activities are always carried out by human beings.

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