对校内成就测试的词汇结构部分的分析研究

论文摘要

词汇结构的测试形式近年来一直是热门话题，越来越受到语言测试设计者和研究者的关注，中国的大学英语四级和国外的托福考试相继取消了词汇和语法结构部分，主要原因是词汇和语法结构测试部分的效度一直受到国内外专家的质疑。但是，词汇与语法结构测试也有着很大的优越性，有着旺盛的生命力，依然在很多大型考试中存在，例如高考和英语专业四级。本论文的目的就在于研究词汇和语法结构测试部分是否对学生的英语学习和教师的教学有良好的反拨作用，在大学英语学业考试中有无存在的必要，并对英语学业考试词汇和语法的考试方式提出一点建议。本论文通过对学生和教师进行问卷调查的方式，仔细分析学生和老师对待词汇结构测试部分的看法和态度，同时，把最近两次校学业考试作为研究对象，对词汇结构部分的信度、效度、难度和区分度等进行数据分析和统计，并得到相关的结果。研究表明，校内师生对校学业考试中词汇结构部分基本上持肯定态度，认为其可以测试语言能力，并建议保留该部分。同时，研究也表明相当数量的师生希望减少该部分考题数目，并引进其它题型来测试词汇结构。另外，学业考试中部分试题的质量不是很令人满意，还有待于改进。

论文目录

• Acknowledgements
• Abstract
• 内容摘要
• Chapter 1 Introduction
• 1.1 Background and motivation of the study
• 1.2 The purpose of the study
• 1.3 The structure of the thesis
• Chapter 2 Theoretical background
• 2.1 Main factors affecting testing
• 2.1.1 Validity
• 2.1.1.1 Face validity
• 2.1.1.2 Content validity
• 2.1.1.3 Construct validity
• 2.1.2 Reliability
• 2.1.3 Relationship between reliability and validity
• 2.1.4 Difficulty and discrimination
• 2.1.5 Backwash effect
• 2.2 Approaches to language testing
• 2.2.1 The essay-translation approach
• 2.2.2 The structuralist approach
• 2.2.3 The integrative approach
• 2.2.4 The communicative approach
• Chapter 3 Overview of testing vocabulary and structure
• 3.1 The purpose of testing vocabulary and grammar
• 3.1.1 Why test grammar
• 3.1.2 Why test vocabulary
• 3.2 History of vocabulary and structure testing
• 3.3 Vocabulary and structure testing formats
• 3.3.1 Vocabulary testing formats
• 3.3.1.1 Matching items
• 3.3.1.2 Replacement items
• 3.3.1.3 Completion items
• 3.3.1.4 Word building
• 3.3.1.5 Banked cloze
• 3.3.2 Structure testing formats
• 3.3.2.1 Completion items
• 3.3.2.2 Cloze
• 3.3.2.3 Error recognition items
• 3.3.2.4 Banked cloze
• 3.3.2.5 Conversion items
• 3.4 The theoretical foundation of discrete point test of vocabulary and structure
• 3.4.1 The influence of the structuralist linguistics on discrete point tests
• 3.4.2 The influence of the behaviorist learning theory on discrete point tests
• 3.4.3 Advantages and disadvantages of discrete point tests
• 3.4.4 Controversy about objective testing formats of vocabulary and structure
• Chapter 4 Questionnaire data analysis
• 4.1 A brief introduction to DH Ⅱ test
• 4.2 Questionnaire for students
• 4.2.1 Objective data
• 4.2.2 Students' suggestions
• 4.3 Questionnaire for teachers
• 4.3.1 Objective data
• 4.3.2 Teachers' suggestions
• 4.4 Summary
• Chapter 5 Item analysis of vocabulary and structure
• 5.1 The evaluation procedure
• 5.2 Sampling
• 5.3 The reliability of vocabulary and structure
• 5.4 The validity of vocabulary and structure
• 5.4.1 Face validity
• 5.4.2 Content validity
• 5.4.3 Construct validity
• 5.5 Difficulty degree and index of discrimination
• 5.6 Summary
• Chapter 6 Conclusions and suggestions
• 6.1 Conclusions
• 6.2 Limitations
• 6.3 Implications
• 6.4 Suggestions for future research
• Reference list
• Appendix A V&S and WB in DH Ⅱ tests of 2005.03 and 2005.10
• Appendix B Questionnaire for students
• Appendix C Questionnaire for teachers