海船船员适任英语考试效度研究

论文摘要

在国际航运界,同一条船上工作的船员来自不同的国家,已是十分常见的现象。因此,能够有效地和船上及岸上工作人员进行交流,对于船员来说至关重要。英语已被认定是海上交流的国际通用语言,对于母语是非英语的船员来说,具有良好的英语听说读写能力非常重要。中国海船船员适任证书英语考试是国内最重要的对中国船员英语水平进行资格认证的考试,旨在确保中国船员达到海上多语言工作环境基本要求,特别是STCW公约对于语言能力的要求,对于保证船员教育和考核质量,起到了十分重要的作用。鉴于STCW公约已被修改和完善,目前的中国海船船员适任证书英语考试能否体现STCW公约对语言类的要求,一直受到密切关注。本论文采用问卷和访谈的调查手段,将定性分析和定量分析相结合,旨在通过分析中国海船船员适任证书英语考试体系与STCW公约对语言要求的关系,研究中国海船船员适任证书英语考试的效度。首先,文章研究了中国海船船员适任证书英语考试内容是否符合STCW中对语言的要求。然后,进一步探讨中国海船船员适任证书英语考试的模式和题型种类,力求判断模式设计是否合理,题型种类是否足够反映STCW公约对语言的要求。通过分析得出,中国海船船员适任证书英语考试的测试内容基本符合STCW公约对语言的要求,考试模式设计合理。需要加强的是中国海船船员适任证书英语考试题库的规范化及理论与实践的结合。此外,应加强用英语对航海专业知识的教学,尤其是专业英语词汇。

论文目录

• 摘要
• ABSTRACT
• Chapter 1 Introduction
• 1.1 Background
• 1.1.1 Importance of Communication at Sea
• 1.1.2 Language Requirements in STCW Conventions
• 1.1.3 Importance of the CoCs English Examination
• 1.1.4 Basic Information about the CoCs English Examination
• 1.2 Research Question
• 1.3 Purpose and Significance of This Thesis
• 1.4 Layout of This Thesis
• Chapter 2 Literature Review
• 2.1 Fundamentals of Testing
• 2.1.1 Reliability,Validity and Practicality
• 2.1.2 The Importance of Validity
• 2.1.3 Types of Validity
• 2.2 ESP Theory
• 2.2.1 Definitions of ESP
• 2.2.2 Origins of ESP
• 2.2.3 Categories of ESP
• 2.2.4 ESP Theory in ME Teaching
• 2.3 Washback Effect
• 2.3.1 Definitions of Washback Effect
• 2.3.2 Positive and Negative Washback Effects
• 2.3.3 Summary
• 2.4 Previous Studies
• 2.4.1 Studies of Modes for the CoCs English Examination
• 2.4.2 Studies of Test Item Types for the CoCs English Examination
• 2.4.3 Studies of ME Teaching
• Chapter 3 Research Methodology
• 3.1 Research Design
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Questionnaires
• 3.3.2 Interviews
• 3.4 Data Collection and Analysis Method
• 3.5 Validity and Reliability of the Study
• Chapter 4 Results and Discussion
• 4.1 Test Content of the CoCs English Examination and STCW Language Requirements
• 4.1.1 Requirements on Maritime English in STCW Conventions
• 4.1.2 Subjects' Responses to Test Content and STCW Language Requirements
• 4.2 Modes of the CoCs English Examination
• 4.2.1 Mode Analysis of the CoCs English Examination
• 4.2.2 Subjects' Responses to the CoCs English Examination Modes
• 4.2.3 Subjects' Responses to Interviews
• 4.3 Test Item Types of the CoCs English Examination
• 4.3.1 Analysis of Test Item Types
• 4.3.2 Subjects' Responses to Test Item Types
• 4.3.3 Subjects' Responses to Interviews
• 4.4 Washback Effects of the CoCs English Examination on ME Teaching
• 4.4.1 ME Teaching Syllabus and Vocabulary Analysis
• 4.4.2 Subjects' Responses to ME Teaching
• 4.4.3 Subjects' Responses to Interviews
• Chapter 5 Conclusion
• 5.1 A Summary of Findings
• 5.2 Implication of the Study
• 5.3 Limitations of the Study
• References
• Appendix Ⅰ Questionnaires to Students
• Appendix Ⅱ Interviews to Students and Teachers
• Acknowledgements
• Resume