TEM測試語用效度研究

前言

　　本書從語用效度（本書中指同試題真實(shí)性）的視角，對我國高校英語專業(yè)考試（TEM）聽力部分的考試大綱、試題質(zhì)量、考試和教學(xué)的關(guān)系等問題進(jìn)行了實(shí)證性研究。所用語料來自TEM試題的聽力部分。眾所周知，聽力理解能力是英語語言能力的重要組成部分。聽力測試也因此成為高校英語專業(yè)四、八級(jí)考試的重要組成部分。近年來，隨著語言測試研究的不斷進(jìn)展，人們對于如何測試外語學(xué)習(xí)者的聽力理解能力表現(xiàn)出越來越濃厚的興趣。這種興趣促使語言學(xué)家、測試學(xué)家、以及外語教師更加注重聽力試題的質(zhì)量，開發(fā)更具效度的題型。由于聽力測試在試題的內(nèi)容、考試任務(wù)的編寫、內(nèi)容的呈現(xiàn)形式等方面與閱讀、寫作、翻譯等測試有較大的區(qū)別，因此在試題編寫時(shí)更需要關(guān)注其獨(dú)特之處。筆者在對現(xiàn)用英語專業(yè)四、八級(jí)考試的聽力部分進(jìn)行研究后認(rèn)為，四、八級(jí)考試的聽力部分較為全面的反映了《高等學(xué)校英語專業(yè)教學(xué)大綱》的要求，試題具有較高的效度和信度。但是，試題也存在不足之處。　　具體體現(xiàn)在兩個(gè)方面：第一，沒有把大綱中要求學(xué)生熟悉的主要英語變體（如澳大利亞英語、加拿大英語、新西蘭英語等）包括在聽力考試中；第二，對于聽力理解的考察過度依賴多項(xiàng)選擇題的任務(wù)形式，問題形式缺乏變化，不能充分反映現(xiàn)實(shí)生活中聽力任務(wù)的多樣性。為此，筆者認(rèn)為，在四、八級(jí)考試的聽力試題中應(yīng)該加入主要英語變體和簡答題型，以提高聽力試題的真實(shí)性和測試結(jié)果的語用效度。

內(nèi)容概要

本書從語用效度的視角，對我國高校英語專業(yè)考試（TEM）聽力部分的考試大綱、試題質(zhì)量、考試和教學(xué)的關(guān)系等問題進(jìn)行了實(shí)證性研究。通過對國內(nèi)外聽力測試研究的總結(jié)評述、對教學(xué)大綱和考試大綱的對比分析、以及對英語專業(yè)大學(xué)生聽力需求的調(diào)查研究，對我國高校現(xiàn)用的TEM考試聽力測試的改革和完善提出了解決方案，設(shè)計(jì)了有利于提高指導(dǎo)功能的新大綱和測試語用效度的新題型。本書的研究成果對其他大型考試的試題設(shè)計(jì)也具有一定的參考價(jià)值。

作者簡介

本書從語用效度的視角，對我國高校英語專業(yè)考試（TEM）聽力部分的考試大綱、試題質(zhì)量、考試和教學(xué)的關(guān)系等問題進(jìn)行了實(shí)證性研究。通過對國內(nèi)外聽力測試研究的總結(jié)評述、對教學(xué)大綱和考試大綱的對比分析、以及對英語專業(yè)大學(xué)生聽力需求的調(diào)查研究，對我國高?，F(xiàn)用的TEM考試聽力測試的改革和完善提出了解決方案，設(shè)計(jì)了有利于提高指導(dǎo)功能的新大綱和測試語用效度的新題型。本書的研究成果對其他大型考試的試題設(shè)計(jì)也具有一定的參考價(jià)值。

書籍目錄

CHAPTER ONE  INTRODUCTION　1.1 TEM4 and TEM8 in China　　1.1.1 An overview of TEM4 and TEM8　　1.1.2 An overview of current listening comprehension parts of TEM4 and TEM8　　1.1.3 TEM4 and TEM8 listening test validation study　1.2 Description of the thesis study  　　1.2.1 Purpose and scope of the study　　1.2.2 The research questions　　1.2.3 Study methods　　1.2.4 Study results　　1.2.5 Structure of the dissertationCHAPTER TWO LITERATURE REVIEW　2.1 Language competence　　2.1.1 Classical UCH versus MCH　　2.1.2 Varying definitions of language proficiency　　2.1.3 The influence of pedagogic approaches on the interpretation of language competence　　2.1.4 Some recent frameworks of communicative competence  2.2 Listening competence    2.2.1 Major listening situations and their classifications    2.2.2 Listening comprehension as hypothesized processes    2.2.3 Buck's framework of listening ability  2.3 Two supplementary points about listening comprehension    2.3.1 The passive and active natures of listening comprehension   2.4 Listening comprehension testing: pre-World War II period    2.4.1 The three major approaches to language testing    2.4.2 Earlier listening comprehension testing in the U.S    2.4.3 Earlier listening comprehension testing in the U. K  2.5 Listening comprehension testing: post-World War II period    2.5.1 overseas studies       2.5.2 Studies in China  2.6 Progress in listening comprehension testing: after the 1980s  　2.6.1 Progress made in people's knowledge about listening competence  　2.6.2 A framework for listening comprehension　  2.6.3 Progress made in theories concerning the effect  ……CHAPTER THREE A TENTATIVE ANALYSIS AND COMMENT ON TEM4 AND TEM8 LISTENING COMPREHENSION TEST PAPERS IN USECHAPTER FOUR LISTENINGNEEDS ANALYSISCHAPTER FIVE REVISED TEST SPECIFICATIONS FOR TEM LISTENING SUB-TESTSCHAPTER SIX THE EXPERIMENTAL TEST AND THE RESULTS ANALYSISCHAPTER SEVEN CONCLUSIONS AND RECOMMENDATIONSBIBOLIOGRAPHY

章節(jié)摘錄

　　Actually，many language experts have agreed that listening com.prehension is both a bottom.up and top－down process.Researches haveindicated that the view which sees listening comprehension only as aprocess of passing through a number of consecutive stages，or levels（phonemes－words－syntax－semantic content.1iteral meaning.situationalunderstanding）in a fixed way is problematic（Buck 2000：3）.Thefact that the listener's being able to understand a word before his deco-ding of its sound while listening and that his hypothesizing the cominginformation by utilizing his knowledge of the world fully reveal that 1is-tening comprehension is more a top..down process than a bottom-up one.　　As can be easily understood，listening is a complex process whichdemands active involvement from the listener.In order to interpret andreconstruct the message that the speaker intends the listener must ac.tively contribute knowledge from both linguistic and non-1inguisticsources.The linguistic knowledge involved in listening process includesknowledge of phonology，lexis，syntax，semantics，discourse struc-ture，pragmatics and sociolinguistics.The non-1inguistic knowledge in-cludes knowledge of the topic，the context and general knowledgeabout the world.　　The active nature of listening comprehension is decided by the op-eration of listening process.Firstly，during this on-going process of ex-posure to a stream of information input，the listener must first constructan interpretation of what the text is about and then continually modifyhis interpretation aft new information becomes available.Secondly，it isonly by applying his linguistic language that he can divide the continu.OUS stream of sound into meaningful units at all，and it is only by sim.

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　　《TEM測試語用效度研究》的研究成果對其他大型考試的試題設(shè)計(jì)也具有一定的參考價(jià)值。

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