英语专业八级阅读内容效度及特色分析
发布时间：2019-06-17 14:49
【摘要】：英语专业八级考试(TEM-8),作为国内唯一为英语专业学生设计的大规模标准语言测试,也是中国英语专业最高水平测试。本文将以英语专业八级考试中阅读理解部分作为切入点,对此部分进行内容效度分析。 研究将以巴克曼和帕默提出的考试任务框架为基础,结合阅读考试情况及国内外阅读测试的研究成果,重建一个阅读测试的评估框架作为考核基准。本研究主要分析阅读理解篇章和篇后问题,通过考核阅读理解的情景语境、考试规则、语篇输入、预期回答等方面,借以考察2010年及2011年英语专业八级阅读理解的内容效度。 本研究还将在分析中结合《高等学校英语专业教学大纲》(2000)和《高校英语专业八级考试大纲》(2004)中对英语专业八级阅读的要求,通过分析2010年、2011年这两年阅读材料的长度、难度、文章词汇特点、题材及体裁等方面考察专业八级阅读考试的语篇输入特点；通过篇后问题涉及的阅读技巧考察英语专业八级阅读理解在预期回答方而的特点,并结合2004及2005年的相关数据进行对比分析,从而从整体上考察2010年、2011年这两年阅读理解的内容效度及相关发展趋势。 研究发现,在语篇输入方面,2010年及2011年专业八级阅读理解相当符合英语专业教学大纲及专业八级考试大纲。,主要研究结果为： 1.在阅读长度方面,大纲要求阅读材料长度为约3000个单词,2010年及2011年各个阅读篇章均符合大纲要求。经过比较还可得知,与2004及2005年相比,近2年的阅读材料长度有了显著的增长。 2.在长句分布方面,文章句子长度较为均衡,2010年句子平均长度为27.5字,句子最长长度为33.4字,最短为23.1字,句子长度分布较为均衡。而2001年句子平均长度为17.7词,与2005年相比更为简短。 3.在阅读速度方面,大纲要求测试者能够准确在每分钟阅读150字。与2004及2005年测试相比,2010年及2011年试卷的阅读速度有明显提高。 4.在阅读难度方面,由文章可读性指数可知,2010年阅读文章可读性为49.45,2011年为58.1与2004及2005年相比,阅读篇章难度有所增强。2010年及2011年阅读篇章难度相对应的文章难度为“比较难”及“标准读物”,体现了大纲中对阅读难度的要求. 5.阅读篇章的体裁,研究发现阅读理解测试中主要分布文章类型为议论文、记叙文、说明文、描写文,而大纲中要求的广告、说明书、图表等体裁并未出现。 6在词汇分布方面,研究发现超纲词在文章中比例为1%以内,远不足大纲中所说的2%,与此同时,本研究还发现英语专业四级词汇在英语专业八级考试试卷中仍占据较大比例。 7.在题目类型方面,本研究发现2010及2011年八级试卷中阅读理解对阅读技巧运用的要求符合大纲,并且分布较为稳定 研究发现,近年来英语专业八级阅读难度有所上涨,对阅读难度及阅读速度等方面都更加靠近大纲要求,加强了相应的考试强度和效度。但根据考试大纲要求,阅读文章的题材和体裁选择上增加广告等近年来未出现的体裁类型。此外,学生在复习迎考时,应注意英语专业四级基础词汇的掌握,并多阅读英美报刊充实背景知识,锻炼阅读相应难度文章的能力。本文的不足在于,本研究只对英语专业八级阅读篇章进行了分析研究,并未提供英语专业八级考试整体分析。与此同时,由于缺少学生八级测试的具体成绩,无法确认题目难度是否适中。
[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
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：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
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H319
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