大学英语四级考试中阅读理解测试题型对比浅析

大学英语四级考试中阅读理解测试题型对比浅析

论文摘要

长期以来,以多项选择为主的试卷的测试效度问题,引起学术圈内的热烈讨论。而像大学英语四级考试这样规模较大,影响较深的考试的测试效度,更是讨论的焦点。2004年3月开始的大学英语四级考试改革中对多项选择测试题型的适当使用做了强调。由于阅读理解能力是大多数中国学生在学习或者今后工作中必须掌握的语言技能,所以本文作者将研究重点放在阅读理解方面,希望通过研究判断多项选择是否能有效测试被测者的阅读理解能力。具体说来,作者试图通过实验研究解决这两个问题:(1)如果在一套试卷中使用包括多项选择题型在内的多种题型来测试大学英语考试大纲中规定的语言能力,试卷的效度会不会提高?(2)短文问答,翻译,多项选择以及完型填空这四种手段在测试某一能力的时候,是不是某一测试手段较其他题型更有效度?本文分别定性定量对完型填空、短文问答、多项选择和翻译这四种测试题型的表面效度和结构效度进行了探讨。作者针对187名大学一年级学生设计了四套试卷和两套调查问卷以获得相关信息,并使用了SPSS11统计工具做相关分析。研究结果表明短文问答和翻译在测试学生的信息获取能力方面有较高的表面效度和结构效度。而完型填空在阅读文章较长的情况下能测试学生的归纳能力。多项选择的优势在于能够判断被测者辨别能力。这些发现都证明一个有效的阅读测试应该是综合题型的体现。文章结束部分,作者引申到阅读教学方面,提议在课程中加入元认知论教学,并对今后该课题的研究方向做了补充。

论文目录

  • ABSTRACT
  • 论文摘要
  • INTRODUCTION
  • 0.1 Background
  • 0.2 Purpose for this Paper
  • 0.2.1 Current Problem
  • 0.2.2 Focus of This Research
  • 0.2.3 Research Hypothesis
  • CHAPTER ONE A REVIEW OF THE LITERATURE
  • 1.1 Approaches to Language Testing
  • 1.2 Reading and Reading Comprehension
  • 1.2.1 What is Reading?
  • 1.2.2 What is Reading Comprehension?
  • 1.3 Problems with Current Reading Comprehension Test
  • 1.3.1 Current Reading Comprehension Techniques
  • 1.3.2 Demerits of MC
  • 1.3.3 Other Potential Problems with Current Reading Comprehension
  • 1.4 Rationale for Proposed Reading Comprehension Testing Techniques
  • 1.4.1 Previous Research
  • 1.4.2 What Test Form Should We Adopt?
  • 1.4.2.1 Proposed Testing Technique One: Short Answer Question
  • 1.4.2.2 Proposed Testing Technique Two: Cloze
  • 1.4.2.3 Proposed Testing Technique Three: Translation
  • 1.4.3 Summary
  • CHAPTER TWO:PURPOSES AND DESIGN OF THE PRESENT STUDY
  • 2.1 Purpose of the Study
  • 2.2 Technical Terms Concerned
  • 2.3 Research Design
  • 2.3.1 The Instruments
  • 2.3.2 The Subjects
  • 2.3.3 Design and Administration
  • 2.3.4 Scoring Procedural
  • 2.3.5 Data Collection
  • 2.3.6 Statistical Analysis
  • CHAPTER THREE:PRESENTATION AND DISCUSSION OF THE RESULTS
  • 3.1 Qualitative Analysis of the Results
  • 3.1.1 Results from Large-scale Questionnaire
  • 3.1.2 Results from Small-scale Questionnaire
  • 3.1.3 Comparison of Difficulty Level
  • 3.2 Quantitative Analysis of the Results
  • 3.2.1 The Correlation Between SAQ and TR
  • 3.2.2 The Correlation Between MC and TR
  • 3.2.3 The Correlation Between Cloze and TR
  • 3.3 Discussion
  • CHAPTER FOUR:THEORETICAL AND PEDAGOGICAL IMPLICATOINS
  • 4.1 Theoretical Implications
  • 4.1.1 What is Test Designed for?
  • 4.1.2 Advantages of Each Testing Techniques
  • 4.1.3.Future Reading Comprehension Development
  • 4.2 Pedagogical Implications
  • 4.2.1 Key Points in Teaching
  • 4.2.2 What Should be Introduced to Students?
  • CHAPTER FIVE:SUMMARY AND CONCLUSION
  • 5.1 Research Findings
  • 5.2 Conclusions
  • 5.3 Limitations and Further Research
  • APPENDIX A Abbreviations
  • APPENDIX B(1) SAQ test
  • APPENDIX B(2) MC test
  • APPENDIX B(3) Cloze test
  • APPENDIX B(4) IELTS test
  • APPENDIX C Questionnaires
  • BIBLIOGRAPHY
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