英语测试的理论与实践
英语测试理论与实践 毕业论文
英语测试理论与实践中文摘要英语语言测试是教学中不可缺少的重要环节,它在英语教学评估中占有非常重要的地位，是检测、调整和改进教学的重要手段和依据。
英语测试应该有效地反映英语教学的效果和学生对英语的掌握能力。
好的测试对于学习者有激励和促进的作用，然而低质量的测试只能使学生对英语学习失去兴趣。
探讨语言测试的发展过程，了解各个阶段的测试特点，对于我们进一步明确教学目标，把握好测试的内容和手段，具有不可低估的指导意义。
本文拟从以下五个方面来探讨英语测试理论及实践：一是引言部分，对这一话题进行总的概述；二是英语语言测试理论的综述，主要包括测试理论的类型和测试的基本要素；三是对2012年安徽省英语高考试卷进行评析；四是探讨完型填空的出题技巧，作为检验考生综合运用英语语言知识能力最重要的测试形式之一，完形测试广泛应用于各类测试中。
格式塔心理学、冗余信息理论和预期语法说为完形测试提供了理论基础；最后一部分是小结。
关键词：英语测试；英语测试理论；完型填空命题技巧English Testing Theory and PracticeAbstractEnglish language testing is an important and indispensable link in the teaching progress, which occupies a very important position in English teaching assessment. What’s more, it is a significance means and basis for inspection, adjustment and improvement of teaching. English testing effectively reflects the result of English teaching and students' mastery of English. A good testing is to encourage and promote its learners, however, a low quality test will make students lose their interest in learning English. It is of great significance to further study the development process of language testing and to know the characteristics of each stage to define the teaching goal and to grasp the contents and approaches of these tests.This paper aims to explore the English testing theory and practice from the following five aspects: the first part is about the general introduction of this topic; the second is the review of English language testing theory, including the basic elements of this theory and its types; the third is the comment on the papers of college entrance English examination in 2012 in Anhui Province; the fourth discusses the skills when designing Cloze questions. As one of the most important forms of testing in detecting the integrated use of English language ability, cloze test is widely employed in various kinds of tests. Gestalt psychology, redundancy information theory and expectation grammar theory provides theoretical basis for the cloze test; the last part is a reasonable conclusion.Keywords：English test; English testing theory; skills of cloze一．引言现代英语测试是伴随着20世纪初教育测量学的独立与发展而逐渐发展、成熟起来的，它是应用语言学的一个重要分支。
英语测试理论与实践课程教学大纲
《英语测试理论与实践》课程教学大纲课程类型：专业选修课课程代码：06401602 课程学时：36 学分： 2适用专业：英语专业（师范）开课时间：三年级（1）学期开课单位：外国语学院大纲执笔人：窦亚萍大纲审定人：该课程系高等师范院校英语或英语教育专业基础课，适用于已掌握英语基础知识英语专业学生。
该课程在介绍国内外语言测试理论研究及实践的基础上，结合我国英语教学实际及学生的特点，着重讲解语言测试流程中的诸多环节，如：考试的宏观、微观功能，考试总体设计，单项语言能力/技能的测试、命题、施考，考试分析，考试信息反馈。
一、教学目的与要求1、通过对考试流程中主要环节的介绍和演示，让学生了解并掌握语言测试的基本原理及具体操作方法。
2、使他们了解和掌握在未来教学中如何提高语言测试的命题水平和考试质量。
二、教学重点与难点教学重点：1、考试的宏观、微观功能。
2、考试总体设计。
3、单项语言能力/技能的测试、命题、施考。
教学难点：1、语言测试的命题，即考试总体设计。
2、语言测试中信度与效度的关系以及可操作性。
三、教学方法与手段以教师讲授为主，体现以人为本的教学理念，采取启发式教育方法，鼓励学生积极思考，在学习中发现问题和解决问题。
要求学生预习和自学，辅以课堂讨论、小组作业，互连网材料使用等,注重理论联系实际。
四、教学内容、目标与学时分配该课程开设对象为本科英语（师范）专业二年级，开设一个学期共34学时（17周×2学时/周）。
课程分13个章节完成。
教学内容教学目标课时分配第一章英语测试概述了解 4第二章考试功能及其类别掌握 4第三章考试要素（信度与效度的关系）掌握 4第四章考试规范的制订了解 2第五章测试评估手段及其功能了解 4第六章阅读测试掌握 2第七章写作测试掌握 2第八章听力测试掌握 2第九章口语测试掌握 2第十章试卷设计与施考事项了解 2第十一章考试成绩反馈掌握 2第十二章考试成绩分析（1）掌握 2第十三章考试成绩分析（2）掌握 2五、考试方式本课程采取学生独立完成一套试卷的命题方式进行，并制订考试规范（考试大纲），范围涵盖该学期所讲授的全部内容。
中小学英语评价测试理论与实践
中小学英语评价测试理论与实践小学英语评价测试理论与实践英语评价测试是小学语言研究的重要组成部分，反映学生对英语研究的水平，是评估学生研究表现的重要工具。
本文就小学英语评价测试理论与实践作一简要介绍。
一、小学英语评价测试的理论1、全面评价原则。
小学英语评价测试应该涵盖学生的听、说、读、写等方面的能力，以及翻译、拼写等语言技能，通过考查多种语言表达能力的综合考核，对学生的英语研究水平进行全面的评价。
2、客观性原则。
小学英语评价测试应该建立在客观、科学的考核方法和标准上，使测试结果尽可能地准确可靠。
3、公平性原则。
小学英语评价测试应该公平公正，在考核学生的英语水平时，不能因性别、种族、仰等因素而有任何偏见。
4、及时性原则。
小学英语评价测试应该及时进行，及时反映学生的研究情况，为教师采取更有针对性的教学措施提供依据。
二、小学英语评价测试的实践1、听力理解测试。
测试学生的听力理解能力，评估学生的英语听力水平，可以通过播放录音或录像，然后要求学生根据所听内容作答，以此考查学生的听力理解能力。
2、口语表达测试。
测试学生的英语口语表达能力，可以采取单词填空、对话表演、口头报告等形式，要求学生用英语进行口头表达，以此考察学生的表达能力。
3、读写测试。
测试学生的英语读写能力，可以采取阅读理解、作文、拼写等形式，要求学生进行英语阅读和书写，以此考察学生的读写能力。
4、翻译测试。
测试学生的英语翻译能力，可以采取汉译英、英译汉等形式，要求学生进行英语翻译，以此考察学生的翻译能力。
综上所述，小学英语评价测试既要把握测试理论，又要从实践出发，做到测试内容全面、客观、公平、及时，从而有效地指导学生的研究，帮助学生提高英语水平。
英语测试理论与方法pdf
英语测试理论与方法1. 引言英语作为全球通用的语言之一，在现代社会中具有重要地位。
为了准确评估和衡量个体对英语语言能力的掌握情况，英语测试成为一种常见的评估手段。
本文将介绍英语测试的理论与方法，以帮助读者更好地了解和应用英语测试。
2. 英语测试的重要性英语测试对于评估个体在听、说、读、写等语言技能方面的能力非常重要。
通过英语测试，可以客观地评估测试者在不同语言能力层面上的掌握情况，并作为决策制定者在英语教育、招聘、选拔等方面的参考依据。
3. 英语测试的理论基础英语测试的理论基础主要涉及以下几个方面：3.1 语言习得理论语言习得理论主要研究个体在语言学习过程中的认知、心理和社会因素。
其中，以斯金纳的行为主义理论、查尔斯‧奥斯汀的习得功能理论以及诺姆·乔姆斯基的生成文法理论为代表。
这些理论为英语测试提供了理论基础和指导。
3.2 测量理论测量理论主要研究如何设计有效的英语测试，以准确地测量和评估个体的英语语言能力。
常用的测量理论方法包括信度、效度、等级划分、测试评分等。
3.3 评价理论评价理论主要研究如何对英语测试结果进行分析和评价。
常用的评价方法包括评分标准、评估体系和诊断性评价等。
4. 英语测试的常用方法英语测试的常用方法包括口语测试、听力测试、阅读测试和写作测试等。
下面分别介绍这些方法的特点和应用场景：4.1 口语测试口语测试是衡量个体口头表达能力的重要手段。
常用的口语测试方法包括面试、短对话、演讲等。
口语测试主要针对个体的流利度、语音语调、词汇和语法运用能力进行评估。
4.2 听力测试听力测试是评估个体听取和理解英语语音的能力。
常用的听力测试方法包括听力理解题和听力填空题等。
听力测试主要考察个体对于不同语速、语调和语境下的英语材料的听取和理解能力。
4.3 阅读测试阅读测试是评估个体英语阅读理解能力的重要方式。
常用的阅读测试方法包括阅读理解题和阅读填空题等。
阅读测试主要考察个体对于不同主题、难度和长度的英语阅读材料的理解和应用能力。
《英语测试的理论与实践》解析53页PPT
60、生活的道路一旦选定，就要勇敢地 走在、过 去和未 来文化 生活的 源泉。 ——库 法耶夫 57、生命不可能有两次，但许多人连一 次也不 善于度 过。— —吕凯 特 58、问渠哪得清如许，为有源头活水来 。—— 朱熹 59、我的努力求学没有得到别的好处， 只不过 是愈来 愈发觉 自己的 无知。 ——笛 卡儿
《英语测试的理论与实践》解析
1、纪律是管理关系的形式。——阿法 纳西耶 夫 2、改革如果不讲纪律，就难以成功。
3、道德行为训练，不是通过语言影响 ，而是 让儿童 练习良 好道德 行为， 克服懒 惰、轻 率、不 守纪律 、颓废 等不良 行为。 4、学校没有纪律便如磨房里没有水。 ——夸 美纽斯
5、教导儿童服从真理、服从集体，养 成儿童 自觉的 纪律性 ，这是 儿童道 德教育 最重要 的部分 。—— 陈鹤琴
《英语测试的理论与实践》
❖ 4、值得注意的是，较之往年，2002年的高考英语试题有了明显的变 动：它完全摒弃了诸如词汇与结构选择填空、句型转换、正误判断与 改错等传统题型，减少了翻译题所占的比重，增加了听力能力的测试。 这些变动并非偶然，而是我国中学阶段英语教学改革在测试领域的一 个具体体现，也是教育部《全日制义务教育、普通高级中学英语课程 标准》颁布后高考英语测试的一次变革。
第一阶段 前科学语言测试或传统语言测试阶段 (The Pre-scientific Language Testing 或
Traditional Language Testing Phase)
❖ 20世纪四十年代以前 ❖ 语言被当作是包括语法、词汇、语音的一套知识体
系。
❖ 测试中对技巧、技能的考查没有量度依据，测试结 果主要根据教师的主观判断。
❖ 试题常包括短文写作(Essay Writing)、翻译 (Translation)、语法分析(Grammatical Analysis)
❖ 忽视听力、口语 ❖ 测试法为短文写作-翻译法(Essay-writing
Translation Approach)
第二阶段 心理测量-结构主义语言测试或现代语言测试阶段 (The Psychometic-structuralist Language Testing 或
提出结构主义教学法，如听说法。结合心理语言学领域的心理测 量学(psychometrics)的方法。 ❖ 结构主义语言学：语言是一套符号系统，可以分解为语音、词汇、 语法等。 ❖ Lado – Language Testing：语言能力分为语音、句法、词汇、文 化；用听说读写方式可测试。 ❖ 可设计出分点式测试(discrete-point test)，认为试题应该每题只考 查一个考点，其主要题型有选择填空、词汇填空、语法填空、完 成句子、改错等。
英语测试理论与实践期末AC部分整理
英语测试理论与实践期末AC部分整理Chapter 1Section A1.Why is Elle Woods considered diverse by Harvard Law School And why is Elle Woods admitted by Harvard Law School What can we learn from it about American cultureElle Woods is considered diverse by Harvard Law School because she’s a fashion major and her practices out of class are quite different from other students, who are usually politics, history or philosophy majors. Elle Woods was admitted by Harvard Law School mainly because they are looking for diverse students like Elle. From it, we can learn that American educational system encourages the development of , we can also realize that culture shapes people’s discourse and behaviors, which influences the communication between people.2.Discuss in groups the strengths and weaknesses of the American and Chinese education systems. Present your ideas to the whole class after your discussion.American education system emphasize that students should be diverse and take part in a lot of social practice, which contributes to the all-round development of students. However, American students usually lose in the competition with Chinese students because they don’t highlight the test skills. By contrast, Chinese education is a exam-oriented education, which put the exam at first. Therefore, Chinese students are often good at exam but lack experience of social practice and don’t know how to communicate with strangers.3.Why do Chinese and Americans develop different education systems What are the cultural factors underlying thedifferencesThe cultural difference generates the different education system between America and China. American culture is characteristic of opening and highlights social practice while Chinese culture is rigorous and highlights the role of parents and teachers. In this sense, students should respect for and obey their command and pay all attention to exam in terms of fierce competition.Section C1.Why did Zhao say ‘America is a good place, but it’s too dull’What can we learn about Chinese cultureWhen his son went to work, Zhao was quite lonely and didn’t have any friends. This kind of life was much different from his farming life in China, where he had many friends and neighbors around, talking, drinking tea and playing mabjong together during the leisure time. Chinese culture is a group-oriented culture, where people would like to interact with each other.2.Why did most Chinese families decide to grow vegetables instead of flowers on their land What can we learn about Chinese cultureChinese people are very diligent and thrifty. For them, it is wasteful to use land to raise flowers. Chinese culture which is characteristic of collectivism is a guideline that shapes Chinese behaviors.3.C ulture is often compared to the ‘software’of people’mind. Cite the examples in this case to explain the sentence.When Zhao was in American, he was very lonely and had no friend. That summer was the happiest time for him because hecould communicate with his friends. From this example, we can learn that culture governs people’s mind and determines whether they are happy or example is the choice of Chinese families to grow vegetables. From it, we can learn that culture governs people’s behavior and provides guidelines for what to do and what not to do.Chapter 2Section A1.In the movie, Jonathan wants to get Sara’s phone number, but their process of communication fails. What elements go wrong in this processWhen Sara gives her phone number to Jonathan, the paper is blown into a trash. Jonathan takes it as an accident, but Sara regards it as a sign of fate, which is telling her not to develop their relationship. Their different outlook to life causes the breakdown of the process of communication.2.In the movie, how many things does Sara do in order to test fate And what are they What do you think of these behaviors Three things. The first one is that Sara asks Jonathan to write down his phone number on a $5 bill and spends the bill in a little grocery store. The second one is that she promises to write down her number inside a book and sell it to a used bookstore. The third one is that she asks Jonathan to get into a hotel with her and proposes that she and Jonathan pick the same floor in the lift randomly. I think Sara believes in fate and regard the fate as the foundation of feelings.3.A famous anthropologist once said that ‘Culture is communication andcommunication is culture.’ Do you agree Why or why notYes. Because people in different cultures have differentcontexts, which influence how they communicate. In this case, Sara with a belief of fate can’t communicate with Jonathan not believing fate very well. Furthermore communication may be culture, because people often communicate with each other will have the same interest, habits and beliefs, which create the new culture.Section C1.What the mode of communication favored by Asians What cultural values underlie itAsian people are very courteous and indirect in the communication. Because they emphasize group harmony, they ere tolerant when they are offended. These collectivism values, shaped by Confucian teachings, were spread from China to many Asian countries.2.What is the mode of communication favored by Westerners What cultural values underlie itWesterners are direct and frank in the communication. And they have s strong sense of protecting their own rights. Individualism values are the principles guiding their behaviors.3. 同上面3Chapter 3Section A1.In the hearing, why does Xu Datong invite John to be his lawyer although John is not familiar with family law What can you learn from it about Chinese cultureXu Datong invited John to be his lawyer because John was his best friend. In his opinion, Chinese usually ask their intimate relationship for help to solve some intractable problems as this kind of relationship will make more effort to help you. Hence, we know that China is a collectivism society and Chinese peopleusually emphasize interdependence and collective relations.2.Why doesn’t John defend Xu Datong in the hearing What can we learn from this about Chinese cultureFrom the photos, John spontaneously considered that Dennis was abused by his father,which was illegal in America. That's why John rejected to defend Xu Datong. From it, we can see that in America, people are attached importance to the truth and law rather than to the interpersonal relationship, which is the most obvious characteristic of an individualism society and is different from a collectivism society.3.Why does Xu Datong tell the judge he performed Guasha on Dennis What can we learn from this about Chinese culture On Chinese' view, the young man is the brace of a family and he should be responsible for the whole family. Although Dennis' injury was created by his grandfather in fact, Xu Datong realized that he should shoulder the responsibility according to Chinese traditional culture.4.Who shall we ask for help when we get into legal troubles, our relatives and friends or a lawyerI would like to ask the lawyers for help when I get into legal the one hand, lawyers understand the laws and regulations and they know how to use laws to debate while your friends or relations who are willing to help you are possibly not familiar to laws. In fact, lawyers are useful in dealing with legal troubles than your friends and relatives. On the other hand, the fact and evidence are more emphasized in modern society. When the justice judged the legal cases and make the verdicts, they will notice the evidence and truth rather than persons.Section C1.Could you understand why Mile called the police What can we learn about American culture and Chinese culture Mike called the police because his grandmother beat him which was forbidden in America. In China, 'beating' is a regular and popular way to educate children. It is a common sense. 'Beating' can date back to ancient Chinese education when the teachers gave serious punishment to students doing something wrong. In America, 'beating' is forbidden and illegal. Parents always use mild methods such as persuasion or suggestion to educate their American children realize their right to protect themselves, which is influenced by freedom and equality propagated by The Declaration of the Rights of Man and of the Citizens.2.Why couldn’t Xue Suling carry out her original plan of Chinese language teaching What can we learn Learning about American culture and Chinese cultureChinese is very difficult, especially in speaking and must have an environment of Chinese language and substantial , Mike and Xue Suling d idn't have these conditions. In China, children’ s learning is manipulated by the teachers and parents and perhaps monitored for the whole day. In America, children should learn how to be independent of their parents from the moment they are born. They arrange their own , Xue Suling can't carry out her original plan. From it, we could realize that American highlight individual rights, which is the same as other individualism countries and areas.Chapter 4Section A1.Discuss the image of the whale as a symbol of nature, and Captain Ahab’s attitude towards it.The whale is a symbol of the nature, is a concrete embodiment of the powerful nature. Nature is rich and generous, it is a treasure for humans, providing humans with food and clothes. If losing it, humans will die. Nature is also stingy, it never gives something to humans on its own initiative, humans rely on plundering(掠夺)it to get what they want. Captain Ahab is the representative of human. He is a person with strength and perseverance as well as craziness, selfish and arrogance. He fights against the whale parallel to the behavior that people conquer the nature. For him ,the mission is holy and historic. In fact, human are confused a question whether the nature is friend or enemy, but the conflict between human and nature is inevitable.Section C1.What can we learn about Mexican culture from the reward system of PAMEXFrom this case, we learn that the Mexican culture is reserved and group-oriented. It highlights the group harmony and interpersonal relationships.2.What can we learn about American culture from the reward system USAHPThe American culture is more individualistic, result-oriented and analytic.3.How do you explain the phenomenon in this case, applying the theory of the relationship between humans What cultural differences caused the resistance of the local staff in PAMEX after the acquisitionBecause of the radically cultural differences between the American management and the Mexican staff, it was a challenge for the American management to accept for the Mexican staff and pay attention to the fundamental values in humanrelationship under Mexican circumstances.4.If you were one of the managers from USAHP, concerning the local culture, what measures will you take to promote the motivation of the original staff in PAMEX If I was one of the managers from USAHP, I would like to respect and promote the culture and philosophy of the original staff in PAMEX. With the merge and acquisition, the culture clash became increasingly obvious. If the company wanted to manage the PAMEX and its employees, it should observe the original cultures. It should glorify and support that PAMEX promoted, rewarded and retained employees based on their loyalty to the firm and to their immediate supervisors, and oninterpersonal connections. Approving the cultures and customs of the original staff in PAMEX, they would be promoted to work hard and contribute to the company USAHP.Chapter 5Section C1.What can we learn from the first case Use Hofstede’s ‘Uncertainty avoidance’dimension to explain your answer.‘Uncertainty avoidance’ indicates how much a society feels threatened by ambiguous situations and tries to avoid them by providing rules, believing in absolute truths, and refusing to tolerate deviance. Some cultures, such as Greece, Portugal, Belgium, Japan and Spain are averse to the unknown. Such cultures emphasize uniformity and dislike deviance. Such cultures may be rather emotional in the process of gathering information. Foreign teachers need detailed instructions. They hope to reduce the ambiguity in their expectations for the working in China. Thus they turn to Chinese officials to tell them exactly their responsibility, rights, the regulations, the available facilities, theaccommodations. Such information helps reduce the anxiety.2.If you are in America, what will you do to get a book you need What can we learn from this case Use Hofstede’s ‘individualism-collectivism’dimension to explain your answer.According to Hofstede’s research, collectivist cultures te nd to be Asian and Latin American, while the individualistic cultures are North American and European. Collectivist cultures emphasize common interest, cooperation, conformity and inter-dependence. They have tight social framework, where people help each other. The in-group includes one’s family, relatives, acquaintances, friends, classmates and colleagues. In individualistic cultures, people highlight their own needs. They emphasize more ‘I’ than ‘we’. Thus, if an American wants to borrow a book from another library, he would directly consult the staff working at the library to see whether the library is available to him. Then, he will inquire the procedures for obtaining books from that library. He will not ask his friends for help. In China, however, one would first try to find someone he knows to help him.3.What does ‘friend’ mean to Chinese What does ‘friend’ mean to AmericansAccording to Hofstede’s research, America ranked in individualism worldwide. Americans respect other privacy and maintain certain distance. Even friends should try not to be very demanding. If friends ask for help, they should make their requests reasonable. While Chinese belong to community, so friends have a closer relationship. One encountering some troubles, wants his friend to help him. In China, friends are the people that one can depend on and trust.Chapter 6Section A1.Why is the meaning of ‘I like your sweater’ very clear in the WestIn the West, the meaning of the sentence ‘I like your sweater’ is very clear because of the low-context style of communication, in which most of the information in the communication is transmitted in the verbal speech.2.Why is the meaning of ‘I like your sweater’ very clear In Asian societiesIn Asian societies, the meaning of the ‘I like yo ur sweater’is not clear because of the high-context style of communication, in which people may transmit a large amount information in the context rather than in verbal speech.3.What are the differences between Chinese and Western culture What are the differences between Chinese and Western languageChinese culture is a typical high-context culture in which people’s communication is indirect and tentative. Sometimes they don’t really mean what they say simply. Western culture is a low-context culture in wh ich people’s communication is direct and frank. For example, if a westerner say that he likes the painting, he only express an appreciation while Chinese may mean he wants to have one.Section C1.Did my daughter really mean it when she refused her Filipin o classmate’s offer What can we learn about the culture Use Hall’s culture context model to illustrate it.No, she didn’t really mean it. She wanted to have a hamburger very much. She refuse her classmate’s offer just because she was Chinese. She knew the hamburger was quiteexpensive, so she didn’t want to ask a favor of her classmate. If she had done so, she would have thought she had taken financial advantage of her classmate. Chinese culture is a typical high-context culture in which people’s communicat ion is indirect and tentative. Sometimes they don’t really mean what they say simply.2.What makes the Filipino girl consider the invitation as genuine What can wen learn about her culture Use Hall’s culture context model to illustrate it.Generally, westerners consider an invitation as genuine if it makes a definite time, place and activity. In this case, all three criteria were very clear, so the Filipino girl considered the invitation as genuine, and very happy to accept it. She didn’t know her Chinese classmate extended the offer just out of courtesy. For people of low-context cultures, who adopt the direct and frank communication, they must pay attention to discerning the real intentions of those of high-context cultures.Chapter 7Section A1.Why Eliza was so bad in spite of her successful performance at the party.Eliza got better education performed well in order to lure Higgins who was her teacher and who she liked and expect his concern. However, Higgins ignored exhausted Eliza, only boasted to his friends and celebrated the success, which made Eliza frustrated. Furthermore, Eliza didn’t get ready for the success and was confused about the future.Section C1.Do you think it is necessary to rename the dragon as Chinese symbol WhyI think it is necessary to rename the dragon as Chinese symbol since the misunderstanding of the Chinese ancient totem 'dragon' has influenced the spread of Chinese culture. For Chinese view, dragon equivalent to emperor symbolizes royal and majesty which receive respect and honor. In western opinion, dragon represents a fearsome, threatening animal. If we want to make westerners have much knowledge of Chinese culture and the ancient totems especially dragon, a symbol for honesty, good fortune, and happiness in the minds of Chinese people, we are supposed to eliminate their prejudice and misunderstanding firstly. Therefore, renaming the dragon is an urgent affair and vital campaign which is associated with the China' s rebuilding the cultural system all over the world.2.Do other animals inspire different associations in China and Western countries Peacock also inspires different associations in China and Westerncountries. Chinese believe that the peacock is a symbol of auspicious festival, so people often describe the peacock as beautiful people or things. For example, the ancient Chinese have a love story "the peacock flies to southeast". The dancer Dao Meilan is famous for dancing "peacock dance", and is known as "peacock princess". Yang Liping dances a performance called the spirit of "sparrow" beautifully, which is full of praise.Ancient oracle character "Phoenix" has a bunch of beautiful pappus, a long and beautiful tail behind. The overall graphic is a picture of the peacock pictographic drawing completely. The peacock in China since ancient times is regarded as a kind of beauty, auspicious bird.Nevertheless the peacock in the western value has a reverse believe that the peacock is strutting when walking defiantly andoften shows off its beauty by its tail, which is considered as 'proud' and 'vanity' in the west. So the peacock in the west has a derogatory sense. The second explanation of the 'peacock' in American Heritage Dictionary is a megalomania person given to self - display. For example, she strutted like a peacock, looking down her nose at everyone which demonstrates the woman was pride.Chapter 8Section A1.Is different social status the obstacle of true love or marriageThe different social status is the obstacle of true love and marriage. People with different status have different education and different kinds of friends. They have different communications,which create different value and outlook on life. At the same time, they have different interests and habits. If two people have many differences above, they will have controversy and disparity, which lead to disharmonious marriage.Section C1.Can you explain why Joe said, ‘While in China, I sometimes felt like a prisoner’ Because the itinerary arranged by Hong and her department without consulting with Joe was so tight that he had no free time to explore the city and the surrounding area on his own.2.Can you tell the differences between Chinese hospitality and American hospitality Chinese hospitality features that the host should arrange everything well for the visitor. In the story, Hong and the chair of her department met Joe at the airport, put him up in a nice hotel, arranged a big dinner for him for the evening and gave him the itinerary for the next few days. In fact,Hong spent much time making sure Joe's visit would go smoothly. Similarly, if the visitor comes to China for the first time, Chinese always devise all of the itinerary and require the visitor to complete the visit according to the itinerary. Furthermore, Chinese make these plans which leave no time for the visitor to conduct independently without inquiring the visitor. As the conclusion, the visitor who from other areas especially from western countries would feel grateful for everything at the beginning but annoyed and deprived because of the tight itinerary later.However, westerners prefer to suggest and inquire rather than to make the plans directly. If the visitor needs a guide, they are grateful and honored. Surely, they will ask what you like to go and when you want to get cracking on going there. On the contrary, if you want to enjoy a trip independently, they will respect you and merely suggest some interesting and worthwhile resorts, which makes you feel more relaxed. In brief, Chinese hospitality is enthusiastic but semi-compulsory while American hospitality is more appropriate and relaxing.Chapter 9Section Cdid the same advertisement succeed in France but fail in Saudi Arabia Why did the adapted version of the advertisement succeedEach culture has different understanding of touching. Americans, the English, Germans and Northern Europeans belong to low-touch cultures while Hispanics, people of Eastern European, Italians, the French, Arabs, and Jews are high-touch cultures. Whether considered to be high-or low-touch, defines for its members whom they can touch, as well as when and wherethey can cannot touch. For example, although the French and Arabs are considered high-touch cultures, the French culture permits a mutual directional touching between men and women while in Arabian cultures, the male do it much more than the female. In France, women touching men frequently is proper, but in Arab it seems that the female is too aggressive which gives a negative impression to the male. In the adapted version, the touching was reduced and neutralized. As a result, the picture in the ads implies that the man is so irresistible that the lady can’t help getting close to him in spite of her awareness of the cultural rule.3.What do you learn from Drakkar Noir’s storyIf we want a advertisement to be success in a nation, we should know about the nation’s culture. People raised in different culture would have different viewpoints,which decide whether your advertisement would lure consumers in the nation. In this case, the former advertisement f ailed because it didn’t follow the nation’s culture, especially the understanding of touching. Therefore, it didn’t lure consumers. However, after it investigated the culture and changed the picture, it succeeded.Chapter 10Section A1.The Indian and Amer ican concepts of ‘Time’ reflected in this movieAmericans regard time as a commodity, something to be used, bought, wasted, saved or spent. So they attach much importance to the efficiency of using time and like a fast pace of life. In India, relationship is far more important than schedules and efficiency. People live in a slower and relaxed way. In this movie, T odd is sent to India to get its MPI down from 15 minutesper call to 6. Todd thinks it is not realistic, and his fellow he meet in MacDonnell’s says ‘No way in India.’ By contrast, Puro, the Indian charger, regards an MPI of 12 is already satisfactory. Another point is that Americans are very specific about time, which is different from how Indians treat it. In this movie, Todd argues with Dave about the target MPI:should it be or something between and . However, when T odd asks Puro when the glass of his office will arrive, Puro says ‘It’s coming soon.’In fact, it finally comes three weeks later.Section Cyour opinion of the Director’s behavior How would you explain Katherine’s feeling to the DirectorThis case is about the culture difference in two different time system namely Monochronic Time and Polychronic Time. The Director follows a Polychronic culture which schedules several activities at the same time. He often breaks the appointments and is more subjected to interruptions. So it is natural for him to keep talking with a Chinese teacher when it is already five minutes past his appointment time with Katherine, and later tolerate interruptions during his talk with her. By contrast, Katherine follows a Monochronic Time system which schedules only one activity at one time, is very specific about the time and efficiency. In this sense, she could not cope with the Director’s conversation with others, especially in Chinese, during her appointment time. Although the Director has realized that his behavior may not seem polite to Katherine and even apologizes to her, his apology doesn’t compensate for her frustration.Chapter 11Section A1.How would you solve Martha’s problem if you were AlexI would communicate with my father firstly and ask him whether he can change his schedule. If he rejects, I would inquire Martha if she could change her time. If she doesn’t agree, I would consider redecorate the house and divide the house into two spaces or borrow much money from bank to buy a new larger house.Section Cwould you react to Wang Liang’s behavior Why did Wolfgang get angryThis case is about the cultural differences in the understanding of personal space. Some cultures do not give private, personal space high consideration. Sometimes, fifty Africans can crowd into the same amount of space that holds only twenty North Americans. The reason is that Africans’sense of personal space suffers no intrusion from crowding and touching. In this sense, Wang Liang, comes from Chinese culture, is not as sensitive about personal space as is his German colleague. He tends to respect for the physical boundaries of personal territory, but pays little attention to less visible invasion. In this sense, he never realize s that his behavior may be regarded as rude. By contrast, Wolfgang’s culture is more sensitive to privacy. The boundary of his personal territory can extend to personal items. Therefore, when he found Wang Liang was reading the newspaper without his permission, he felt an invasion of his private personal space.Chapter 13Section A1.What would you do if you were Viktor at such difficult timeIf I was Viktor, I would learn English at first, because it is a tool to communicate and get information, which is important forhim in a strange country. Secondly, I would attempt to find a long-time job in order to survive. Thirdly, I would make friends in the country and often communicate with them and explore their behaviors. How they speak and behave rest on the local culture. My final aim is to realize local culture and integrate into the society, which makes me live better in the country. Section C1.Can you explain what is behind the culture shock the girl experiencedThere are two shocks. The first one is the difference in terms of study. There is much work in America than in France. In France, the courses cover a particular subject in depth, whereas in America the classes embrace a large range of topics, but more superficially. The classes are more alive than in France. The second one is the difference in terms of technology. The students in America have easier access to computers, allowing them to go to the web for research. In France, the majority do not have access to computers.2.Have you ever encountered any culture shock in your communication with your foreign teachers or foreign friends Foreign teachers often assign little homework, the majority of which is practical. Chinese teachers often assign much work, because they think the more we practice the more knowledge especially what in books we have a good command of. Furthermore,foreign teachers don’t touch their students if they want to praise or encourage them while Chinese teachers are get accustomed to using the way.。
英语测试的理论与实践 pdf
英语测试的理论与实践1. 引言英语测试是评估学习者英语语言能力的一种重要方式。
随着全球化的发展，英语作为一门国际性的语言，被广泛应用于各个领域。
因此，对于英语测试的理论和实践研究具有重要意义。
本文将探讨英语测试的理论基础、测试方法和实践经验，并介绍其在教育和职业行业中的应用。
2. 英语测试的理论基础2.1. 传统语言测试理论传统语言测试理论主要基于行为主义和结构主义的观点，强调测试对象对于已学知识的掌握程度。
常用的测试方法包括选择题、填空题和翻译题等，通过这些题型来评估学习者的语法、词汇和阅读理解能力。
2.2. 社会交际语言测试理论社会交际语言测试理论强调对学习者在真实交际情境中运用语言的能力进行评估。
这种方法关注学习者的听、说、读、写综合能力，注重语言交际的真实性和有效性。
2.3. 构造验证语言测试理论构造验证语言测试理论是一种基于认知主义的测试理论。
该理论认为语言是认知过程的一部分，通过测试学习者的思维和语言表达能力，以评估他们的英语能力。
3. 英语测试的方法3.1. 笔试笔试是英语测试中常用的一种方法。
它通过考察学习者的词汇、语法和阅读理解能力来评估他们的英语水平。
常见的笔试题型包括选择题、填空题、翻译题和作文题等。
3.2. 口试口试是评估学习者口语能力的一种方法。
它能够考察学习者的发音、流利度以及语言表达能力。
口试通常包括面试和对话两种形式，通过与考官进行实时的语言交流来评估学习者的口语能力。
3.3. 听力测试听力测试是评估学习者听力能力的重要环节。
这种测试方法通过听取录音材料，并对所听内容进行理解和回答问题，来评估学习者的听力水平。
3.4. 阅读测试阅读测试是评估学习者阅读理解能力的一种方法。
通过阅读文章，并回答相关问题，来评估学习者对文章内容的理解程度。
4. 英语测试的实践经验4.1. 在教育领域的应用英语测试在教育领域有着广泛的应用。
它可以用于衡量学生的英语水平，制定相应的课程和教学计划，以帮助学生提高他们的英语能力。
英语测试理论与方法
英语测试理论与方法引言英语测试是评估学生在英语语言能力方面的一种重要评估工具。
它可以帮助教师和学生了解学生在阅读、听力、口语和写作等方面的表现，以便进行有针对性的教学和学习。
本文将介绍英语测试的基本理论以及一些常用的测试方法。
英语测试的基本理论语言能力英语测试的核心目标是评估学生的语言能力。
语言能力可以分为四个方面：1.听力能力：学生是否能够听懂英语口语或录音中的信息。
2.口语能力：学生是否能够用英语进行口头表达。
3.阅读能力：学生是否能够理解英语书籍、文章和其他阅读材料。
4.写作能力：学生是否能够用英语进行书面表达。
全面性和客观性英语测试应该全面地评估学生在各个语言能力方面的表现，并且应该尽量客观地评估学生的实际能力。
为了实现这一目标，英语测试需要采用多种测试方法和评分标准。
同时，英语测试还应该考虑到学生学习的社会和文化背景，以便更准确地评估学生的能力。
可靠性和效度英语测试的结果应该是可靠和有效的。
可靠性是指测试结果的稳定性和一致性，效度是指测试结果是否能够准确反映学生的实际能力。
为了提高英语测试的可靠性和效度，测试过程应该严格控制，并且测试内容应该与学生的实际学习内容相关联。
英语测试的常用方法笔试笔试是最常见的英语测试方法之一。
它主要评估学生的阅读和写作能力。
笔试可以包括选择题、填空题、翻译题和作文题等。
通过笔试，教师可以了解学生在阅读理解和表达能力方面的水平。
听力测试听力测试是评估学生听力能力的重要方法。
学生需要听录音材料，并回答相关问题。
听力测试可以通过多种形式进行，例如听力选择题、听力填空题和听力排序题等。
通过听力测试，教师可以了解学生在听懂英语口语或录音中的能力。
口语测试口语测试是评估学生口语能力的主要方法。
它可以通过一对一的对话或小组讨论的形式进行。
口语测试可以考察学生的口头表达能力、语法运用能力和交际能力等。
通过口语测试，教师可以评估学生的口语流畅性和准确性。
综合测试综合测试是评估学生综合语言能力的综合性方法。
英语测试理论与实践
英语测试理论与实践1. 引言在全球化时代，英语已经成为了一种重要的国际交流语言。
为了评估和衡量个人的英语能力，英语测试变得越来越重要。
本文将探讨英语测试的理论基础和实践方法，并介绍一些常用的英语测试类型。
2. 英语测试理论2.1. 语言能力维度英语测试的理论基础是语言能力维度模型。
根据该模型，语言能力可以分为四个维度：•听力：评估个体理解和理解英语听力材料的能力。
•口语：评估个体用英语进行口头交流的能力。
•阅读：评估个体理解和分析英语阅读材料的能力。
•写作：评估个体用英语进行书面表达的能力。
2.2. 测试原理英语测试的原理是基于能力理论和信度理论。
能力理论指出，英语能力是一个连续的潜在变量，可以用一个得分来表示。
信度理论关注测试结果的可靠性和一致性。
常用的英语测试方法包括标准化测试和非标准化测试。
标准化测试使用统一的评分标准和程序，可以进行成绩比较和分级。
非标准化测试更加灵活，可以根据需要进行个性化评估。
3. 英语测试实践3.1. 阅读和听力测试阅读和听力测试是英语测试中常用的类型。
这些测试将不同难度的材料提供给被试者，评估其理解和分析能力。
常见的阅读和听力测试包括填空、选择和判断题等。
3.2. 口语测试口语测试是评估个体口头交流能力的一种方法。
常用的口语测试包括问答、演讲和对话等。
口语测试可以通过面试、录音或视频进行。
3.3. 写作测试写作测试是评估个体书面表达能力的一种方式。
常见的写作测试包括作文和翻译等。
写作测试可以通过手写、打字或在线方式进行。
4. 结论英语测试在评估和衡量个体的英语能力方面起着重要的作用。
通过了解英语测试的理论基础和实践方法，我们可以更好地设计和实施英语测试，提高测试的准确性和可靠性。
希望本文对于英语测试的理论与实践有所启发，并对相关研究和实践提供参考。
英语阅读能力及其测试：理论与实践
英语阅读能力及其测试：理论与实践
英语阅读能力及其测试:理论与实践
英语阅读是英语教学的重要环节.如何对阅读的教学进行检测以提高英语阅读的效率一直是应用语言学界及教育主管部门探索的问题.认识阅读的机理,了解语篇与读者阅读过程中的互动,有助于阅读能力检测的设计,进而确定检测的内容与形式.通过对某大学外语专业学生的阅读测试结果的各项指标(信度、效度、区分度)进行分析,可以看到,要设计出一套能准确反映出学生的阅读能力的测试题目绝非易事.需要进一步的理论探索与实践,才能不断完善.
作者：彭代文李清平 PENG Dai-wen LI Qing-Ping 作者单位：中南大学,外国语学院,湖南,长沙,410083 刊名：湘潭大学学报（哲学社会科学版）PKU CSSCI英文刊名：JOURNAL OF XIANGTAN UNIVERSITY (PHILOSOPHY AND SOCIAL SCIENCES) 年，卷(期)：2005 29(4) 分类号：H319.3 关键词：应用语言学英语阅读测试。
英语测试理论与方法论文
英语测试理论与方法论文引言英语测试在语言学领域是一个重要的研究领域。
通过对英语测试的理论和方法进行研究，可以提高英语教学和学习的质量。
本文将探讨英语测试的理论基础，介绍常见的英语测试方法，并讨论如何有效地进行英语测试。
英语测试的理论基础面向对象的测试理论面向对象的测试理论是英语测试的基础。
根据该理论，英语测试应基于明确的测试目标和测试内容，以确保测试的准确性和有效性。
测试目标应与学习者的语言能力要求相一致，并且测试内容应覆盖这些能力要求的各个方面。
语言能力和测试形式的关系英语测试中的测试形式应与学习者的语言能力要求相匹配。
根据语言学理论，英语语言能力包括听、说、读、写四个方面。
因此，英语测试应包括听力测试、口语测试、阅读测试和写作测试。
通过针对不同语言能力方面的测试，可以全面评估学习者的英语水平。
参照标准的使用英语测试中的参照标准是评估学习者英语水平的依据。
参照标准可以是已有的语言能力描述框架，如CEFR（Common European Framework of Reference for Languages）；也可以是教材、课程标准等。
使用参照标准可以让英语测试具备可比较性，帮助学习者和教师了解学习者在英语能力上的优劣，从而采取相应的教学措施。
常见的英语测试方法选择题选择题是英语测试中常见的测试形式之一。
它通过给出若干个选项，要求学习者选择正确的答案。
选择题可以测试学习者的听力、阅读和语法等方面的能力。
在设计选择题时，应确保选项之间有明显的区别，避免给学习者带来困惑。
口头交际测试口头交际测试是评估学习者口语能力的一种常见方法。
它通过与学习者进行对话或模拟真实情境对话的方式来测试学习者的口语表达能力。
口头交际测试可以帮助学习者提高口语流利度、准确性和交际能力。
作文作文是英语测试中测试学习者写作能力的一种重要方法。
通过要求学习者写一篇短文或文章，可以评估学习者的写作技巧、词汇运用和语法准确性。
在作文测试中，应给学习者提供明确的写作任务和指导，以确保测试结果的有效性和可靠性。
英语测试与评估：理论与实践
The Impact of an Out-of-class Autonomous Reading Program on Chinese Secondary Learners’ Autonomy and Second LanguageDevelopmentThe background of out- of – class Autonomous ReadingReading ability, as one of the four basic language skills, plays a very important role in students’English learning. Reading ability can help students expand their knowledge, improve their reading strategies, and it also contributes to the development of listening, writing and speaking skills. Reading is not only provides opportunities for the students to acquire language, but also a beneficial way to foster students’ ability of autonomy learning. According to Krashen’s (1982:9; 1985:15) Input Hypothesis, comprehensible input is necessary in Second Language Acquisition. Being exposed to a lot of meaningful, interesting and relevant second language input is the key factor that is conducive to the development of second language. Henri Holec (1981: 3) defines learner autonomy as “the ability to take charge of one’s own learning”, this ability has “a potential capacity to act in a given situation”. Shu (2011: 5-8), when proposing four basic functions of FLT classroom instruction, emphasizing fostering learner autonomy as one of the major pedagogical objectives.Autonomous reading skill is one of the basic requirements for the L2 learners in the Chinese context. It is also what the L2 teachers exert almost all efforts to build for the L2 learners. in this paper, the author discusses out – of – class autonomous reading to experimental class to cultivate the students’ autonomous reading skillsTherefore, in the Junior Middle School stage, pay attention to the training of students’reading ability is very necessary. And the extra-curriculum English reading is a good way to improve the reading ability. Extra-curriculum English reading design with wide range of subjects to arouse students’ interest in reading, and can also cultivate students’ autonomous reading ability. Thus lay the foundation for the future learning.Research Questions:1.Does the out- of –class autonomous reading program help the students to develop learnerautonomy?2.Can out-of-class autonomous reading program improve participants’ reading proficiency?3.Can out-of-class autonomous reading program improve participants’ reading strategy?4.Can out-of-class autonomous reading program improve participants’general languageproficiency?Research Design:Participants:The participants in this study were 115 Level 8 students from Huanan Experimental School, who were randomly assigned to the experimental group (N =58 ) and the control group (N=57 ). Reading strategies training was carried out in the experimental class and teaching practices to promote learner autonomy were also introduced and implemented in and out of their class. Thecontrolled class received traditional way of teaching reading.Measurement:(1)Learner background questionnaire(2)Learner autonomy scale(3)Reading proficiency(4)Reading strategy(5)General proficiency(6)Exit questionnaireBefore carrying out the new way of reading, a questionnaire was distributed to the students to gain an overall picture of the subjects’understanding and readiness of autonomy in learning management EFL out- of – class reading. It aims to identify what difficulty the students have, how they read and what their interest really is. questionnaire is composed of two parts, Part One includes the personal information with name, age, sex and English Examination Score; Part two contains a number of questions to be answered on a five-likert scale. To avoid misunderstanding, the subjects received the questionnaire presented in Chinese.The Experiment procedure：After a long practice in English teaching, the author found cultivating Junior students’English reading skills only through textbooks can’t satisfy students’ requirements and achieve the goal of the Junior English Curriculum Standard. But English Newspapers such as Times are the supplement to textbook. The newspaper reading program is introduced into the English class. The program includes two parts: in- class reading and after- class reading.1) Choosing the appropriate reading materials: Compared to the current textbooks, English newspapers have the following distinctive characteristics: up- to – date content, authentic language, various materials close to students’ life etc. It is obvious that Times are excellent reading material for training reading strategies.2) After – class reading is mainly cooperative learning (divide the students into groups of five or six), the students can make notes (the important new words, good sentences and rewriting one favourite passage). Moreover, their reading interest is further aroused by means of: enhancing the students’ awareness of the importance of efficient reading.3) In – class reading (demo – class), the author should establish effective ways of evaluation. In demo- class, the students are encouraged to show their notes about reading newspapers once a week, practice reading strategies, enlarge their own and other student s’ vocabulary and the target cultural background.Data collection and AnalysisThe data collected from questionnaires, pre- test and post – test are analyzed with SPSS (v.22). It aims to test whether the students’ English reading ability can be improved by cultivating the good reading habit. The results are supposed to lead to the following findings:1) The students in the experimental class have greater progress in reading comprehension achievement test than those in the control class and the participants’ learner autonomy has been enhanced.2) After the experiment, the students in the experimental class were more interested in learning. They were more willing to take part in the demo- class.。
课程：英语测试与评估：理论与实践.doc
课程：英语测试与评估：理论与实践案例教学之一：从两份试卷的题型分布看试题类型的变化撰写人：现象：对1983年高考试卷和2002年高考试卷做一个比较，看出两份试卷之间的题型变化：讨论分析：In the long history of language testing, its ideas and methods have been constantly changing along with the development of language teaching approach. Generally, testing system can be divided into three generations in correspondence to the three generations of language teaching. Generation 1. Traditional teaching approach and Pre-scientific testing.-Language teaching based on experience and tradition, without guidance of linguistic theory-Language is knowledge:phonetics, vocabulary and grammar-Learning is mastery of knowledge, which involves a lot of memory work. Initiation or creativeness is not emphasized.-No context, situation or irrelevant context or non-authentic situationGeneration 2. Structuralist approach (psychological behaviorism) and Psychometric-structuralist testing.-Language is a set of formal system(rules)-Learning is to master skills needed to operate the system, to form language habits, to cultivate right response to stimuli.-Discrete-point tests, meaning is not important, use is not important-No context, no situation-Objective assessmentGeneration 3. Communicative language learning and Communicative language testing / psycholinguistic-sociolinguistic testing.-Language learning is to cultivate communicative competence(linguistic, discourse, pragmatic)-Message-focused, task-based-Integrated skills-Continuous judgment (correctness, fluency, appropriateness)The development and changes of testing ideas and methods come along with the development and changes in language teaching. Here we just take a look at the changing steps in English testing by comparing the test paper of different times in China.附录：1.1983年高考英语试卷National Matriculation English Test (MET1983)一、单词辨音将下列各词，按元音读音，分别写在相应的元音音标后面。
课程英语测试与评价理论与实践
课程：英语测试与评估：理论与实践案例教学之一：从两份试卷的题型分布看试题类型的变化撰写人：邹凤群现象：对1983年高考试卷和2002年高考试卷做一个比较，看出两份试卷之间的题型变化：讨论分析：In the long history of language testing, its ideas and methods have been constantly changing along with the development of language teaching approach. Generally, testing system can be divided into three generations in correspondence to the three generations of language teaching. Generation 1. Traditional teaching approach and Pre-scientific testing.-Language teaching based on experience and tradition, without guidance of linguistic theory-Language is knowledge:phonetics, vocabulary and grammar-Learning is mastery of knowledge, which involves a lot of memory work. Initiation or creativeness is not emphasized.-No context, situation or irrelevant context or non-authentic situationGeneration 2. Structuralist approach (psychological behaviorism) and Psychometric-structuralist testing.-Language is a set of formal system(rules)-Learning is to master skills needed to operate the system, to form language habits, to cultivate right response to stimuli.-Discrete-point tests, meaning is not important, use is not important-No context, no situation-Objective assessmentGeneration 3. Communicative language learning and Communicative language testing / psycholinguistic-sociolinguistic testing.-Language learning is to cultivate communicative competence(linguistic, discourse, pragmatic)-Message-focused, task-based-Integrated skills-Continuous judgment (correctness, fluency, appropriateness)The development and changes of testing ideas and methods come along with the development and changes in language teaching. Here we just take a look at the changing steps in English testing by comparing the test paper of different times in China.附录：1.1983年高考英语试卷National Matriculation English Test (MET1983)一、单词辨音将下列各词，按元音读音，分别写在相应的元音音标后面。
英语测试的理论与实践
《英语测试的理论与实践》——读书报告课程：英语语言测试学号：201120347姓名：赵宁宁专业：语言学《英语测试的理论与实践》——读书报告一、作者简介本书作者武尊民，北京师范大学外国语言文学学院教授，毕业于香港中文大学博士。
学术研究领域为应用语言学，着重语言测试与评估。
担任课程主要有语言测试与评估、外语课程发展、基础英语写作。
截止到2011年底正在指导的博士研究生有3名。
他的代表性著作主要有：《英语测试理论与实践》，编著。
2002，外研社。
汉语编写。
《全国英语等级考试第一级（教材）》，主编。
2003，外研社。
《中职英语（基础版）》教育部推荐教材。
主编。
1-3册学生用书及教师用书。
2005-2006，北京师范大学出版社。
《发展独立性学习者：香港大学生个案研究》，金立贤、武尊民。
《外语与外语教学》2004年第６期（总１８３期），26-29。
《课堂语言能力评估》导读，原作者Andrew Cohen 。
2005，北京：外研社。
《英语测试理论与实践》主要阐述测试在基础外语教学中的重要意义和作用，讨论测试目的的不同对测试的方法和内容的影响，介绍各类测试量刑的具体设计方法和主要特点，提供测试结果统计和分析方面的实践性的指导，引领英语测试与教学实践之间的正确关联导向。
英语测试是英语教师专业知识和技能的一个重要组成部分。
大部分中学教师已经充分认识到这一点。
我国英语教育界对英语测试的了解和认识也只是在20世纪90年代才开始的。
不少高等师范专业英语在本科生阶段开设英语测试课程。
英语测试是英语语言教育硕士的必须学位课程之一。
在普通教师提高学历的过程中，师范院校为在职专科升本科的教师们开设的课程中，也必然要有英语测试。
这是因为英语测试的基本理论和实践与学生评价技术已经是我国教师职业专业化的一个重要内容。
二、内容简介、精华摘要及个人领悟本书主要分成三大部分：第一部分主要对英语测试中涉及到的一些基本概念和关系进行了简单的阐述；第二部分是从语法、词汇、阅读、完形填空、听力、口语、写作这几个方面的测试一一进行了阐述；第三部分则主要是简单介绍了考试结果分析与解释。
英语测试的基本理论与技巧
One day there was an argument between the wind and the sun. “I’m much 1 than you,” said the wind. “No. I don’t agree with you,” said the sun. While they were arguing, they saw a man 2 along the road. He is wearing a heavy coat. The sun said to the wind, “Now let 3 see who can make the man take off his coat. Then we will know who is stronger.”
（3）试题设问技巧
① 问谈话本身的意思
W: Excuse me, would you mind if I used your phone? M: Help yourself. It’s on the table over there. Q: What does the man tell the woman to do? A. Bring some food to the table. B. Help herself to some food. C. Use the phone on the table.
如果通过让学生写单词的音标来考查 学生的语音能力，那么测试就缺乏 效度。能写音标不等于能正确发音。 现在中考中经常使用的间接口语考试 的效度也不高。
如果不讲究命题技术，试题也会缺乏效度： Which of the following does paper burn in? A. CO2 B. N2 C. O2 D. H2
测试理论与实践教学大纲
课程编号：044175课程名称：英语测试理论与实践（Theory & Practice in English Language Testing）《英语测试理论与实践》教学大纲课程类别专业教育课适用专业英语（师范）开课学期 1 学分 2 总学时34 理论学时与其他课程的联系：建议教材邹申、杨任明编著者，《简明英语测试教程》高等教育出版社，2005，2（第二版）主要参考书[1] Testing for Language Teachers, （《外语教师测试手册》）外语教学与研究出版社、人民教育出版社、剑桥大学出版社2000.10[2]《语言测试科学与艺术》李筱菊著，湖南教育出版社，2001.5 （第2版）[3]《英语测试》（New edition）, JB Heaton著, 外语教学与研究出版社2000[4]Fundamental Considerations in Language Testing（《语言测试要略》）Lyle F. Bachman, OxfordUniversity Press, 1990 3）[5]Language Testing in Practice（《语言测试实践》）Lyle F. Bachman & Adrian S. Palmer Oxford UniversityPress, 1996一、课程的性质、地位和任务《英语测试理论与方法》为英语（师范）专业高年级学生开设的一门专业限选课程。
本课程简要介绍国内外语言测试领域最新理论研究及实践，在此基础上，结合我国英语教学实际和学生的特点，着重讲解语言测试流程中的各个环节并针对实例展开讨论，如：考试的宏观、微观功能，考试总体设计，单项语言能力/技能的测试、命题、施考，考试分析及信息反馈等，旨在了解和掌握语言测试的基本原理和操作方法，以便在未来的教学实践中提高命题水平和考试质量。
二、课程章节的教学内容及学时分配序号章节教学内容学时分配理论实践合计1 课程概述：课程的性质、任务、基本要求、考核办法 22 第一章英语测试概述 43 第二章考试功能及其类别 24 第三章评价考试的要素 45 第四章考试规范的制订 36 第五章测试评估手段及功能 37 第六章阅读测试 28 第七章写作测试 29 第八章听力测试 210 第九章口语测试 211 第十章试卷设计与施考事项 212 第十一章考试成绩反馈 213 第十二章考试成绩分析（1） 214 第十三章考试成绩分析（2） 2合计34三、教学章节教学目的、基本内容要求、重点和难点第一章英语测试概述学习目的通过本章的学习，要求基本了解1）英语测试领域里有那些不同的语言测试法？2）在过去的20年中英语语言测试界所关注的热点有哪些？3）当今国内外有哪些著名的考试？他们的特点是什么？基本内容要求1. 四种英语语言测试法（Four approaches to ELT）1.1. 写作－翻译法（Essay-translation）1.2. 结构主义心理测量法（Structuralist-psychometric）1.3. 综合法（Integrative）1.4. 交际法（Communicative）难点：1）use & usage (交际功能及使用/ 语言的形式和结构)2）criterion-referenced; norm-referenced(标准参照 / 常模参照 )2. 近20年的发展动态2.1. 考试方式的影响 (Test method effect)2.2. 考试分析 (Test analysis)2.3. 考生特征 (Test-taker characteristics)2.4. 对语言能力性质的重新认识(nature of language proficiency)(重点)Bachman (1990) communicative language ability, based on the divisibility hypothesis:The language competence, strategic competence, psycho-physiological mechanisms. 附表：（p.6）语言能力的分解3. 当代国内外大规模英语考试3.1. PETS （Public English Test System）3.2. CET (College English Test)3.3. TEM (Test for English Majors)3.4. TOEFL (Test of English as a Foreign Language)3.5. IELTS (International English Language Testing System)3.6. BEC （Business English Certificate） (补充内容)3.7. GRE （Graduate Record Examination） (补充内容)3.8. GMAT (Graduate Management Admission Test) (补充内容)讨论题1) 四种英语测试法之间有什么共同点和不同点？我们所了解的大规模考试是否或在哪些方面体现了这些测试法？请举例说明。
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《英语测试的理论与实践》——读书报告课程：英语语言测试学号： 201120347姓名：赵宁宁专业：语言学《英语测试的理论与实践》——读书报告一、作者简介本书作者武尊民，北京师范大学外国语言文学学院教授，毕业于香港中文大学博士。
学术研究领域为应用语言学，着重语言测试与评估。
担任课程主要有语言测试与评估、外语课程发展、基础英语写作。
截止到2011年底正在指导的博士研究生有3名。
他的代表性著作主要有：《英语测试理论与实践》，编著。
2002，外研社。
汉语编写。
《全国英语等级考试第一级（教材）》，主编。
2003，外研社。
《中职英语（基础版）》教育部推荐教材。
主编。
1-3册学生用书及教师用书。
2005-2006，北京师范大学出版社。
《发展独立性学习者：香港大学生个案研究》，金立贤、武尊民。
《外语与外语教学》2004年第６期（总１８３期），26-29。
《课堂语言能力评估》导读，原作者 Andrew Cohen 。
2005，北京：外研社。
《英语测试理论与实践》主要阐述测试在基础外语教学中的重要意义和作用，讨论测试目的的不同对测试的方法和内容的影响，介绍各类测试量刑的具体设计方法和主要特点，提供测试结果统计和分析方面的实践性的指导，引领英语测试与教学实践之间的正确关联导向。
英语测试是英语教师专业知识和技能的一个重要组成部分。
大部分中学教师已经充分认识到这一点。
我国英语教育界对英语测试的了解和认识也只是在20世纪90年代才开始的。
不少高等师范专业英语在本科生阶段开设英语测试课程。
英语测试是英语语言教育硕士的必须学位课程之一。
在普通教师提高学历的过程中，师范院校为在职专科升本科的教师们开设的课程中，也必然要有英语测试。
这是因为英语测试的基本理论和实践与学生评价技术已经是我国教师职业专业化的一个重要内容。
二、内容简介、精华摘要及个人领悟本书主要分成三大部分：第一部分主要对英语测试中涉及到的一些基本概念和关系进行了简单的阐述；第二部分是从语法、词汇、阅读、完形填空、听力、口语、写作这几个方面的测试一一进行了阐述；第三部分则主要是简单介绍了考试结果分析与解释。
下面的内容主要是将每一章的精华部分提取出来，在报告的最后进行了总结。
在第一章《英语测试与英语教学》中，提到了以下一些重要的知识点：1.Hymes：语言能力应该表现在语言交际使用能力上。
2.Oller：“单一语言能力假想”它的基本原理是语言能力使用者的应用语言能力是不可分解的。
在语言行为过程中，所有的因素都必须共同作用，取材于一个共同的语言知识库。
语言使用者的大脑具有预期语法能力。
3.Canale & Swain的交际语言能力模式：语法能力，社会语言学能力，语篇能力和交际策略能力。
4.Bachman提出了交际语言能力模式。
他还提出方言识别对于交际法语言测试是有意义的。
他认为语言的使用是一个十分复杂的过程。
在此过程中，各种知识和心理过程交织在一起。
在任何场景下使用语言，语言知识和元认知策略能力都是紧密结合在一起的，相互影响，相互作用，且无先后秩序之分。
5.交际能力理论不但促进了交际法语言教学的广泛发展，还是交际性语言测试理论和实践得到语言教育界的认同。
交际语言测试的一些主要特征：重点是意义；语境化；语言活动带有可接受的目的性；有实际意义的言语；使用真实的语言材料；文本处理有真实性；考试结果不可预见；以互动为基础；考生在真实心理状态下展示语言能力；根据实际交际结果判断成绩。
交际语言测试既要考查考生的语言知识，又要考察其在有意义的语境中能否恰当的题的使用目标语言。
也可以说，交际法测试的目的就是要评价语言学习者在真实且有意义的交际语境中运用语言的实际能力。
这种测试的目的决定了交际性语言测试和传统语言测试之间的明显区别。
6.测试内容和方法对教学产生的影响：正面回波效应&负面回波效应。
本章主要归纳了英语测试理论发展的一个中心点——英语语言能力的界定。
阐述了英语测试与英语教学之间的关系。
我认为本章提出的回波效应是一个值得注意的问题。
根据某一测试的目的而采用某种测试手段的同时要考虑到对教学的影响。
既要有效考察语言能力，又要使测试有利于下一步的教与学。
好的测试方法对教学有正面回波效应。
第二章《英语测试的基本原则》1.构念效度是试卷质量的关键。
Bachman&Palmer认为“构念效度关系到我们依据考试成绩所做的，对评价测试结果的解释是否有意义并且恰当”。
也就是说我们有多大的把把握说一个考试成绩能够表明考生具有所考查的语言能力。
我们必须阐明所要测量的是那些语言能力，并用恰当的方式描述这些能力，然后依据这些能力描述设置考查这些能力的考试任务。
这样测试者就能够比较有把握的根据考试成绩解释考生的语言能力。
2. 内容效度检测考试内容是否反映了考试目的，是否能够达到预期考查效果。
3. 预测效度是说考试结果能够在某种程度上预测学生在未来学习中的学习成就。
4. 表面效度是试卷看上去是否能够测量所要测量的东西。
5. 方法效度评价考试方式与考试目标的关系。
考试方式应该改能够保证考试得到预定的效果，否则考试就缺少方法效度。
6. 测试信度的方法：用参照法；阅卷信度。
阅卷信度主要检验主观性试题的阅卷结果是否稳定可靠。
7. 英语测试需要考虑的另一个问题是考试的冲击力，这个冲击力是指考试对社会和教育制度所产生的影响。
8. 评价测试的另一基本原则是可行性。
为某一目标而设置的考试在充分考虑到效度和信度问题后，还要考虑到可行性问题。
本章所讨论的一些测试基本原则，是任何一次考试都应能够经得住的考验。
测试要有效度和信度。
测试也要有真实性和互动性，并且切实可行。
考试策划人员要预先考虑到考试的潜在冲击力会是什么。
使用所有这些原则评价考试时必须结合具体的考试目的。
第三章《测试类型》1.主观性测试与客观性测试。
2.直接性测试与间接性测试。
直接性测试效度好，信度差，如口语考试。
效度好是因为测试结果能够直接反应测试目的，信度差是因为评分是主观的。
间接性测试指测试结果不能直接反映所要考查的语言能力，但是可以给测试实施者提供判断考生语言能力的信息，如语法测试。
3.分离式试题与综合性试题。
是针对测试的语言点而分的。
分离式测试试题的原则是每个题目只考查一个语言点。
综合性测试使用一种测试方式同时测量学生综合运用多项语言能力，是目前最受重视的一种英语测试形式。
如完形填空，阅读理解，段落短文听写，口语写作等测试形式。
4.学校考试和社会性考试。
学校考试属于教育测试，是在学校教育环境中使用的，服务于教学目的的测试。
包括：分级测试，诊断性测试，学业测试。
社会考试面向各个社会阶层。
测试内容不受任何特定英语教学大纲的局限。
大多为标准化水平测试。
5.分级测试。
一般用于学期开始的时候6.诊断性测试。
用来确定学生实际应用能力与课程目标之间的差距，以便使教学能够确实针对学生的需求的测试方法。
用于学期中间对阶段性教学和学习情况的测验，检验教师的教学质量和学生的学习成效，在学校教育中常常被称为小测验或阶段测验。
7.学业/成绩测试。
检验相对较长一段时间的教学和学习成果，比如每学期一，两次。
8. 水平测试。
可用于多种目的，其中之一是利用测试达到选拔优秀学生的目的。
在现代生活中语言水平测试被用来进行各种名目的选拔。
其内容涵盖面会比较宽。
9. 常模参照性测试与标准参照性考试。
常模参照测试主要用于选拔，把同一次测试的结果进行比较，根据某一特定需求将分数划分等级或是决定某一分数为合格分数线。
标准参照测试的关键是设定标准，然后根据这些标准命制考题。
测试结果根据标准进行评定，符合标准要求就是合格，否则就是不合格。
本章简要介绍了语言测试的类型。
测试的分类是相对的。
使用不同测试类型影响测试结果和对测试结果的解释。
考试目的与社会环境对选用什么测试方法产生直接的影响。
第四章《英语语法测试》1. 笔者认为应该在课堂教学中重视语法知识的内容，同时在各阶段学业测试中均应保留检测语法知识的内容。
2. 认知心理学和第二语言习得理论把语法知识分为阴性语言知识与显性语言知识。
隐性语言知识主要是指在自然语言使用过程中所显示的语言知识。
隐性语言知识有两个特征：直觉与快速信息处理。
例如人们在日常交谈时，语言使用是自如流畅的，不需要长时间的计划与准备。
而显性语言知识是有关语言的知识，称为元语言，其中包括用于分析语言的语言，及语法专用词汇与分析语法结构所用语言；另一种是分析知识。
分析知识涉及语言形式和形式与功能的意识。
语言使用者不一定同时具有分析知识和元语言知识。
显性语言知识不同与隐性语言知识之处其提取使用比较慢。
即使是完全自动化了的显性语言知识也不能像隐性语言知识那样快的提取致用。
3. 从我们所熟悉的语法测试来看，总体来说是测量显性语言知识，例如托福的语法部分，再比如中考，高考中的语法单项选择题。
这种题目检测学生对正确语句结构的识别能力也就是分析语言知识。
高考试卷中的短文改错也部分的测量显性语言知识。
而有些省市中考试卷中的句子转换，动词填空等等测量的应该是元语言知识和分析语言知识。
4. 速度测试能够测量隐性语言知识。
5. 英语作为第二外语的习得顺序是：P426. Davies的意图在于说明语境对于语言测试的重要意义。
这对语法测试尤其重要。
设定语境就必须考虑到社会语言学和心理语言学的一些基本原则及英国，美国，加拿大，澳大利亚等英语国家的文化因素等等。
在语言测试中常常有这样的情况，有时命题者认为不正确的话语，在一位英语是母语的人士看来却是正确的。
这是因为语言经验和所考虑到的可能的语境有所不同。
对我国基础英语教学和测试来说，要考虑到各种英语地域差异困难程度是很大的。
重要的是要把握英语一般性使用的常规，并且在语法测试过程中采用多种测试形式，以便取得好的测试效果。
7.语法测试内容与试题类型：1）单项选择题 A.只测量识别能力 B.有时学生凭猜测就能答对 C.有时语法条目不适于使用单项选择题，因而限制应测试内容。
D. 题目涉及困难（题目不能过长；加汉语注释不好；不能使用英语中根本不存在的语言形式）E. 干扰项可能会形成不正确语言输入，给以后的教学带来不良影响（语言初学者应该得到尽可能多的恰当的语言输入才能对所学语言有所领悟，达到较好的学习效果）2）动词填空。
这种题目答案固定，属于客观性试题，考查学生动词形态知识，并且要求学生书写，对教学有好的回波效应。
另外，题目制作简便易行。
3）组合句子4）配伍题。
句子配伍试题包含的句子数目越多，难度就越大。
命题时最好注意使配伍的句子长度相当。
不要用太长的句子，那样阅读负担太重，影响对句子结构的思考。
另外，还可以把句中的连词提出来，由学生选用练此连接两个部分的句子。
5）句子转换。
这个题型所依据的基本理论是，语言使用是灵活多变的。