英語專業(yè)八級閱讀內(nèi)容效度及特色分析
發(fā)布時(shí)間：2019-06-17 14:49
【摘要】：英語專業(yè)八級考試(TEM-8),作為國內(nèi)唯一為英語專業(yè)學(xué)生設(shè)計(jì)的大規(guī)模標(biāo)準(zhǔn)語言測試,也是中國英語專業(yè)最高水平測試。本文將以英語專業(yè)八級考試中閱讀理解部分作為切入點(diǎn),對此部分進(jìn)行內(nèi)容效度分析。 研究將以巴克曼和帕默提出的考試任務(wù)框架為基礎(chǔ),結(jié)合閱讀考試情況及國內(nèi)外閱讀測試的研究成果,重建一個(gè)閱讀測試的評估框架作為考核基準(zhǔn)。本研究主要分析閱讀理解篇章和篇后問題,通過考核閱讀理解的情景語境、考試規(guī)則、語篇輸入、預(yù)期回答等方面,借以考察2010年及2011年英語專業(yè)八級閱讀理解的內(nèi)容效度。 本研究還將在分析中結(jié)合《高等學(xué)校英語專業(yè)教學(xué)大綱》(2000)和《高校英語專業(yè)八級考試大綱》(2004)中對英語專業(yè)八級閱讀的要求,通過分析2010年、2011年這兩年閱讀材料的長度、難度、文章詞匯特點(diǎn)、題材及體裁等方面考察專業(yè)八級閱讀考試的語篇輸入特點(diǎn)；通過篇后問題涉及的閱讀技巧考察英語專業(yè)八級閱讀理解在預(yù)期回答方而的特點(diǎn),并結(jié)合2004及2005年的相關(guān)數(shù)據(jù)進(jìn)行對比分析,從而從整體上考察2010年、2011年這兩年閱讀理解的內(nèi)容效度及相關(guān)發(fā)展趨勢。 研究發(fā)現(xiàn),在語篇輸入方面,2010年及2011年專業(yè)八級閱讀理解相當(dāng)符合英語專業(yè)教學(xué)大綱及專業(yè)八級考試大綱。,主要研究結(jié)果為： 1.在閱讀長度方面,大綱要求閱讀材料長度為約3000個(gè)單詞,2010年及2011年各個(gè)閱讀篇章均符合大綱要求。經(jīng)過比較還可得知,與2004及2005年相比,近2年的閱讀材料長度有了顯著的增長。 2.在長句分布方面,文章句子長度較為均衡,2010年句子平均長度為27.5字,句子最長長度為33.4字,最短為23.1字,句子長度分布較為均衡。而2001年句子平均長度為17.7詞,與2005年相比更為簡短。 3.在閱讀速度方面,大綱要求測試者能夠準(zhǔn)確在每分鐘閱讀150字。與2004及2005年測試相比,2010年及2011年試卷的閱讀速度有明顯提高。 4.在閱讀難度方面,由文章可讀性指數(shù)可知,2010年閱讀文章可讀性為49.45,2011年為58.1與2004及2005年相比,閱讀篇章難度有所增強(qiáng)。2010年及2011年閱讀篇章難度相對應(yīng)的文章難度為“比較難”及“標(biāo)準(zhǔn)讀物”,體現(xiàn)了大綱中對閱讀難度的要求. 5.閱讀篇章的體裁,研究發(fā)現(xiàn)閱讀理解測試中主要分布文章類型為議論文、記敘文、說明文、描寫文,而大綱中要求的廣告、說明書、圖表等體裁并未出現(xiàn)。 6在詞匯分布方面,研究發(fā)現(xiàn)超綱詞在文章中比例為1%以內(nèi),遠(yuǎn)不足大綱中所說的2%,與此同時(shí),本研究還發(fā)現(xiàn)英語專業(yè)四級詞匯在英語專業(yè)八級考試試卷中仍占據(jù)較大比例。 7.在題目類型方面,本研究發(fā)現(xiàn)2010及2011年八級試卷中閱讀理解對閱讀技巧運(yùn)用的要求符合大綱,并且分布較為穩(wěn)定 研究發(fā)現(xiàn),近年來英語專業(yè)八級閱讀難度有所上漲,對閱讀難度及閱讀速度等方面都更加靠近大綱要求,加強(qiáng)了相應(yīng)的考試強(qiáng)度和效度。但根據(jù)考試大綱要求,閱讀文章的題材和體裁選擇上增加廣告等近年來未出現(xiàn)的體裁類型。此外,學(xué)生在復(fù)習(xí)迎考時(shí),應(yīng)注意英語專業(yè)四級基礎(chǔ)詞匯的掌握,并多閱讀英美報(bào)刊充實(shí)背景知識,鍛煉閱讀相應(yīng)難度文章的能力。本文的不足在于,本研究只對英語專業(yè)八級閱讀篇章進(jìn)行了分析研究,并未提供英語專業(yè)八級考試整體分析。與此同時(shí),由于缺少學(xué)生八級測試的具體成績,無法確認(rèn)題目難度是否適中。
[Abstract]:TEM-8, an English major, is the only major standard language test designed for English majors in China. It is also the highest level test of English major in China. This article will carry on the content validity analysis of this part as the starting point for reading comprehension part in the eight-grade test of English major. Based on the examination task framework proposed by Barman and Palmer, the paper will reconstruct a reading and test evaluation framework as the basis of reading the examination and the research results of reading and testing at home and abroad. The main analysis of this study is to understand the content effect of the reading comprehension of the English major in 2010 and 2011 by examining the reading comprehension and the post-text questions, and by examining the context of the reading comprehension, the examination rules, the text input, the expected answers, etc. degree. This study will also include in the analysis the requirements of the English majors' eight-level reading in combination with the English Major Syllabus of the University of Higher Learning (2000) and the 8-grade Examination Program of the University of Higher Learning (2004), and by analyzing the length, difficulty and the word of the reading materials in 2010 and 2011 In this paper, the text input characteristics of the eight-level reading test are examined in the aspects of the characteristics, subject matter and genre of the English majors; the characteristics of the eight-level reading comprehension of the English major are examined by the reading skills related to the following questions, and the relevant data in 2004 and 2005 are combined Based on the analysis, the content and validity of the two-year reading comprehension in 2010 and 2011 and the related development are studied in the whole. The study found that in terms of text input, the eight-level reading comprehension in 2010 and 2011 is quite in line with the English major syllabus and the professional eight The grade test program., mainly The results of the study are as follows:1. In terms of length of reading, the outline requires that the length of the reading material be about 3000 words, the 2010 and 2011 reading chapters It is in accordance with the requirements of the outline. It is also known that the length of the reading material in the last two years is less than that of 2004 and 2005. 2. In the aspect of long sentence distribution, the length of the sentence is more balanced, the average length of the sentence in 2010 is 27.5 words, the longest length of the sentence is 33.4 words, the shortest is 23.1 words, and the sentence The sub-length distribution is more balanced. The average length of the sentence in 2001 is 17.7 words, and 20 in terms of speed of reading, the outline requires that the tester be able to Read 150 words per minute. In comparison to the 2004 and 2005 tests, the 2010 and 2011 trials The reading speed of the volume is obviously improved.4. In the reading difficulty, the readability index of the article shows that the readability of the reading article in 2010 is 49.45, and the reading text is more difficult to read in 2011 compared with 2004 and 2005. The difficulty of reading the text difficulty in 2010 and 2011 is the "It is difficult to compare" and the standard r. eLearning "," In this paper, the requirements of the reading difficulty are given in the outline.5. The genre of the text is read, and the main distribution articles in the reading comprehension test are the representative papers, the narrative text, the expository text, the description language, and the broad requirements in the outline. In terms of the distribution of words, the study found that the proportion of the super-dimensional words in the article was within 1%, which was less than 2% in the outline. At the same time, the study also found that the English major four-level vocabulary is in English in that aspect of the subject, the study found that the reading and understanding of the eight-level examination paper in 2010 and 2011 The requirements of the skill application conform to the outline, and the distribution is more stable. In recent years, the reading difficulty of English majors has increased, and it is more difficult to read the difficulty of reading and reading speed. In addition to the requirements of the outline, the corresponding examination strength and validity are strengthened. However, according to the requirements of the test program, the subject matter and the subject matter of the reading article are to be read. In addition, when reviewing the examination, the students should pay attention to the mastery of the four-level basic vocabulary of English major, and read the English and American newspapers. The deficiency of this paper is that this study only carries on the eight-level reading of English major. The analysis and study did not provide the overall analysis of the eight-grade test of English major. At the same time, the lack of the student's eight
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H319
[Abstract]:TEM-8, an English major, is the only major standard language test designed for English majors in China. It is also the highest level test of English major in China. This article will carry on the content validity analysis of this part as the starting point for reading comprehension part in the eight-grade test of English major. Based on the examination task framework proposed by Barman and Palmer, the paper will reconstruct a reading and test evaluation framework as the basis of reading the examination and the research results of reading and testing at home and abroad. The main analysis of this study is to understand the content effect of the reading comprehension of the English major in 2010 and 2011 by examining the reading comprehension and the post-text questions, and by examining the context of the reading comprehension, the examination rules, the text input, the expected answers, etc. degree. This study will also include in the analysis the requirements of the English majors' eight-level reading in combination with the English Major Syllabus of the University of Higher Learning (2000) and the 8-grade Examination Program of the University of Higher Learning (2004), and by analyzing the length, difficulty and the word of the reading materials in 2010 and 2011 In this paper, the text input characteristics of the eight-level reading test are examined in the aspects of the characteristics, subject matter and genre of the English majors; the characteristics of the eight-level reading comprehension of the English major are examined by the reading skills related to the following questions, and the relevant data in 2004 and 2005 are combined Based on the analysis, the content and validity of the two-year reading comprehension in 2010 and 2011 and the related development are studied in the whole. The study found that in terms of text input, the eight-level reading comprehension in 2010 and 2011 is quite in line with the English major syllabus and the professional eight The grade test program., mainly The results of the study are as follows:1. In terms of length of reading, the outline requires that the length of the reading material be about 3000 words, the 2010 and 2011 reading chapters It is in accordance with the requirements of the outline. It is also known that the length of the reading material in the last two years is less than that of 2004 and 2005. 2. In the aspect of long sentence distribution, the length of the sentence is more balanced, the average length of the sentence in 2010 is 27.5 words, the longest length of the sentence is 33.4 words, the shortest is 23.1 words, and the sentence The sub-length distribution is more balanced. The average length of the sentence in 2001 is 17.7 words, and 20 in terms of speed of reading, the outline requires that the tester be able to Read 150 words per minute. In comparison to the 2004 and 2005 tests, the 2010 and 2011 trials The reading speed of the volume is obviously improved.4. In the reading difficulty, the readability index of the article shows that the readability of the reading article in 2010 is 49.45, and the reading text is more difficult to read in 2011 compared with 2004 and 2005. The difficulty of reading the text difficulty in 2010 and 2011 is the "It is difficult to compare" and the standard r. eLearning "," In this paper, the requirements of the reading difficulty are given in the outline.5. The genre of the text is read, and the main distribution articles in the reading comprehension test are the representative papers, the narrative text, the expository text, the description language, and the broad requirements in the outline. In terms of the distribution of words, the study found that the proportion of the super-dimensional words in the article was within 1%, which was less than 2% in the outline. At the same time, the study also found that the English major four-level vocabulary is in English in that aspect of the subject, the study found that the reading and understanding of the eight-level examination paper in 2010 and 2011 The requirements of the skill application conform to the outline, and the distribution is more stable. In recent years, the reading difficulty of English majors has increased, and it is more difficult to read the difficulty of reading and reading speed. In addition to the requirements of the outline, the corresponding examination strength and validity are strengthened. However, according to the requirements of the test program, the subject matter and the subject matter of the reading article are to be read. In addition, when reviewing the examination, the students should pay attention to the mastery of the four-level basic vocabulary of English major, and read the English and American newspapers. The deficiency of this paper is that this study only carries on the eight-level reading of English major. The analysis and study did not provide the overall analysis of the eight-grade test of English major. At the same time, the lack of the student's eight
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H319
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