The Influence of Partners’ Proficiency Levels on Test-takers

发布时间：2023-10-02 05:03

　　

【文章页数】：51 页

【学位级别】：硕士

【文章目录】：
Abstract
Acknowledgement
List of Tables
List of Figures
Chapter 1 Introduction
    1.1 Statement of the Problem
    1.2 Research Questions and Hypotheses
    1.3 Overview of the Content
Chapter 2 Theoretical Rationale and Literature Review
    2.1 Theoretical Rationale
        2.1.1 The Interaction Hypothesis
        2.1.2 Vygotsky’s Concept of the Zone of Proximal Development
            2.1.2.1 Utilitarian Approach to Vygotsky’s Concept
                2.1.2.1.1 Vision of the ZPD: Learning Through Scaffolding
                2.1.2.1.2 Focusing on the Mediums of Learning
                2.1.2.1.3 ZPD for Study and Change in Education
                2.1.2.1.4 Significance
        2.1.3 Scaffolding
        2.1.4 Patterns of Interaction
    2.2 Literature Review
        2.2.1 Effect of Partners’Proficiency Levels
        2.2.2 Patterns of Pair Interaction
Chapter 3 The Present Study
    3.1 Subjects
    3.2 Procedures and Materials
    3.3 Data Analysis
        3.3.1 The Topics and Criteria
        3.3.2 Interrater Reliability
        3.3.3 Scores
        3.3.4 Fluency, Amount and Diversity
        3.3.5 Patterns of Pair Interaction
Chapter 4 Results and Discussion
    4.1 Question 1: Do partners’proficiency levels affect test-takers’scores received?
    4.2 Question 2: Do partners’proficiency levels have an impact on test-takers’fluency of the language produced
    4.3 Question 3: Are the repairs associated with the scores received?
    4.4 Question 4: Do partners’proficiency levels have an impact on test-takers’amount of the language produced?
    4.5 Question 5: Is the amount of language produced associated with the scores received?
    4.6 Question 6: Do partners’proficiency levels have an impact on test-takers’D-optimum average produced?
    4.7 Question 7: Is the D-optimum average produced associated with the scores received?
    4.8 Question 8: Are the partners’proficiency levels associated with the patterns of interaction produced in the paired tasks?
Chapter 5 Conclusion
    5.1 Summary of the Study
    5.2 Implications and Limitations of the Study
References
Appendix I Oral Topics Adopted in the Whole Process of the Assessment
Appendix II Scoring Criteria Adopted in This Study: CET Spoken English Test



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