题型设计对大学英语听力测试成绩信度的影响
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摘要
一个学生的听力理解能力是评价该学生的语言能力的重要组成部分,然而,对学生听力能力的评估既困难又抽象。由于听力测试在内容和方法方面都与阅读、写作和翻译评估存在很大差异,所以在试卷设计和评估时,要对这种独特性予以关注。
本研究旨在研究三个问题：1)题型设计是怎样调节听力测试的难度的?2)通过题型设计的变化,题型可以影响测试的信度吗?作者以Bachman和Palmer的测试的有用性理论为依托,作者在2009-2010学年第一学期对三个非英语专业班级的115名大一学生进行了两种听力测试,分别为大学英语四级考试的听力测试,以及作者进行了题型改动的大学英语听力测试,即,将四级考试中的复合式听写部分的句子填写部分全部转换成了单词填写。作者对两次测试的结果进行了比较分析,并得出结论：通过题型设计时可以调控听力测试的难度的,从而能够提高测试成绩的信度。
文章由六章组成。在引言部分,作者阐述了语言测试和语言教与学之间的关系,并且作者阐明了进行本研究的重要意义。第二章文献综述部分主要介绍语言测试的发展状况,信度的研究状况,以及听力测试的特点。第三章中作者对研究进行了设计。作者在第四章对实验数据结果进行了统计学分析。第五章是关于测试结果的评估和建议。最后作者在结论部分从研究的目的,问题解决情况,以及研究的作用和意义方面进行了全面的总结。
本研究有三点发现：1)听力测试的难度是可以影响测试成绩的信度的。2)适当的难度对于测试的信度是有利的。3)不同的题型设计能够影响测试的难度,从而提高测试的信度。本研究对于大学英语听力测试的现状分析作出了一定贡献,并且对听力测试题型选择方面也起到了一定的积极作用。
Listening ability is an important part for estimating language learners'language competence, which is very evident in the process of language teaching, especially the listening teaching. However, the assessment of listening ability is difficult and abstract. In terms of test content, test method, the assessment of listening ability is diverse to a great extent from other assessment of abilities such as reading, writing, and translating. Due to this uniqueness, much attention should be given when the teachers are designing and evaluating a listening test.
This study aims at researching on three questions:1) How can item design mediate the difficulty level of a listening test? 2) Can item design affect test results' reliability via the variation of item design? Based on the theory of test usefulness of Bachman and Palmer's, the research was carried out by the author during the first semester of 2009 and 2010 with the subjects of 115 non-English major freshmen. These students were tested for two times. One was the listening part of CET-4, and the other one was changed a little in item design, that is, the compound dictation was made up of ten blanks for words only.
This thesis consists of six chapters. In the introduction part, the relationship between language testing and language teaching and learning is elaborated in details, and the author also presents the readers with the significance of the research which is to be conducted by the author. The second chapter is mainly about the literature review, including language test development, reliability, and the features of listening tests. Chapter three is mainly concerned with the research design. In chapter four, the author will analyze the data statistically. In chapter five, there will be the evaluation and recommendations of the test results. Finally, the author draws a conclusion.
The main findings of this study include:1) The difficulty level of test can affect the reliability of test results in listening test.2) Appropriate difficulty level is propitious for test results'reliability.3) Different item designs can affect the test difficulty level so as to improve test reliability. This research makes a contribution to the analysis of the current state of college English listening test to some extent, and also has a positive effect on the appropriate choice of item design for listening tests.
本研究旨在研究三个问题：1)题型设计是怎样调节听力测试的难度的?2)通过题型设计的变化,题型可以影响测试的信度吗?作者以Bachman和Palmer的测试的有用性理论为依托,作者在2009-2010学年第一学期对三个非英语专业班级的115名大一学生进行了两种听力测试,分别为大学英语四级考试的听力测试,以及作者进行了题型改动的大学英语听力测试,即,将四级考试中的复合式听写部分的句子填写部分全部转换成了单词填写。作者对两次测试的结果进行了比较分析,并得出结论：通过题型设计时可以调控听力测试的难度的,从而能够提高测试成绩的信度。
文章由六章组成。在引言部分,作者阐述了语言测试和语言教与学之间的关系,并且作者阐明了进行本研究的重要意义。第二章文献综述部分主要介绍语言测试的发展状况,信度的研究状况,以及听力测试的特点。第三章中作者对研究进行了设计。作者在第四章对实验数据结果进行了统计学分析。第五章是关于测试结果的评估和建议。最后作者在结论部分从研究的目的,问题解决情况,以及研究的作用和意义方面进行了全面的总结。
本研究有三点发现：1)听力测试的难度是可以影响测试成绩的信度的。2)适当的难度对于测试的信度是有利的。3)不同的题型设计能够影响测试的难度,从而提高测试的信度。本研究对于大学英语听力测试的现状分析作出了一定贡献,并且对听力测试题型选择方面也起到了一定的积极作用。
Listening ability is an important part for estimating language learners'language competence, which is very evident in the process of language teaching, especially the listening teaching. However, the assessment of listening ability is difficult and abstract. In terms of test content, test method, the assessment of listening ability is diverse to a great extent from other assessment of abilities such as reading, writing, and translating. Due to this uniqueness, much attention should be given when the teachers are designing and evaluating a listening test.
This study aims at researching on three questions:1) How can item design mediate the difficulty level of a listening test? 2) Can item design affect test results' reliability via the variation of item design? Based on the theory of test usefulness of Bachman and Palmer's, the research was carried out by the author during the first semester of 2009 and 2010 with the subjects of 115 non-English major freshmen. These students were tested for two times. One was the listening part of CET-4, and the other one was changed a little in item design, that is, the compound dictation was made up of ten blanks for words only.
This thesis consists of six chapters. In the introduction part, the relationship between language testing and language teaching and learning is elaborated in details, and the author also presents the readers with the significance of the research which is to be conducted by the author. The second chapter is mainly about the literature review, including language test development, reliability, and the features of listening tests. Chapter three is mainly concerned with the research design. In chapter four, the author will analyze the data statistically. In chapter five, there will be the evaluation and recommendations of the test results. Finally, the author draws a conclusion.
The main findings of this study include:1) The difficulty level of test can affect the reliability of test results in listening test.2) Appropriate difficulty level is propitious for test results'reliability.3) Different item designs can affect the test difficulty level so as to improve test reliability. This research makes a contribution to the analysis of the current state of college English listening test to some extent, and also has a positive effect on the appropriate choice of item design for listening tests.
引文
[1]Alderson, J. Charles. Language Test Construction and Evaluation. [M] London: Cambridge University Press,1995.1-55
[2]Anderson, A. and Lynch, T. Listening. [M] Oxford:Oxford University Press,1988.26-73
[3]Arthur Hughes. Testing for Language Teachers. [M] Foreign Language Teaching and Research Press Cambridge University Press,2000.38-114
[4]Bachman, L. F. Fundamental Considerations in Language Testing[M]. Oxford University Press,1990.1-89
[5]Bachman, L. F. and A. Palmer. Language Testing in Practice[M]. Oxford University Press,1996.110-178
[6]Brown, G. Listening to Spoken English. Longman:London1990. (2nd ed.).
[7]Buck, G. The Testing of Listening in a Second Language. [In]:Language Testing and Assessment, Encyclopedia of Language and Education[C],1997. Vol7.
[8]Buck,G. Assessing Listening. Cambridge:Cambridge University Press[M],2001.53-79
[9]Carroll, D. W. Psychology of Language. [M] Beijing:FLTRP,2000.22-29
[10]Cherry, C. On Human Comprehension.[M] Cambridge Mass:MIT Press.1957
[11]Cooper, W. E. Syntactic Control of Timing in Speech Production:A Study of Complement Clauses. [J] Journal of Phonetics,1976.145-159
[12]Conrad, L. Semantics Versus Syntactic Cues in Listening Comprehension.[J] Studies in Second Language Acquisition[C],1985:Vol7
[13]Davies, A. Principles of Language Testing. [M] Oxford:Basil Blackwell,1990.1-9
[14]Ebel, R. L. Essentials of Educational Measurement. Englewood Cliffs, [R]1991, Prentice-Hall
[15]Farhady, H. The Disjunctive Fallacy Between Discrete Point and Integrative Tests.TESOL Quarterly [J]1979.
[16]Feyten, C. M. The Power of Listening Ability:An Overlooked Dimension in Language Acquisition. [J]The Modern Language Journal[C] 1991.(75):173-80
[17]Gulliksen, H. The Relation of Item Difficulty and Interitem Correlation to Test Variance and Reliability [M]. Psychometrika,1945,10:79-91.
[18]Heaton, J. B. Writing English Language Tests. Beijing[M]:Foreign Language Teaching and Research Press,2000.64-95
[19]Henning, G. A Guide to Language Testing[M]. New York:Newbury House,1987.4-35
[20]Henning, G A. Guide to Language Testing:Development, Evaluation and Research [M]. Beijing:Foreign Language Teaching and Research Press2001.
[2I]Hughes, Arthur. Testing for Language Teachers.[M] Cambridge:Cambridge University Press.1989.56-88
[22]Hughes, Arthur. Testing for Language Teachers. [M]Beijing:Foreign Language Teaching and Research Press.2000.75-124
[23]Hymes, D. On Communicative Competence.[J] Harmondsworth:Penginl972.
[24]Lado, R. Language Testing:The Construction and Use of Foreign Language Tests. [M]London:Longman1961.
[25]Lynch, T. Theoretical Perspective on Listening. [J]Annual Review of Applied Linguistics.1998.4-20
[26]Madsen, Harold. Techniques in Testing. [M] London:Oxford University Press.1983.59-78
[27]Munby, J. Communicative Syllabus Design. [M] Cambridge:Cambridge University Press.1978.245-378
[28]Munby, J. Communicative Classroom. [M] Cambridge:Cambridge University Press 1978.207-267
[29]Oller, J. W. Language Test at School:A Pragmatic Ap-proach[M]. London: Longman1979,180-249
[30]Pearson, P. C. and Fielding, L. Research Update:Listening Comprehension. Language Arts[J] 1982.112-139
[31]Richards, J. C. Listening Comprehension:Approach, Design, Procedure. [J]TESOL Quarterly,1983.214-219
[32]Richards, J. C. Approaches and Methods in Language Teaching.[M] Cambridge; New York; London:Cambridge University Press.1986.193-223
[33]Rost, M. Listening in Language Learning. London:Longman Group UK Ltd.1990.45-60
[34]Rost, M. Introducing Listening (Penguin English Series)[M]. Eng-land: Penguin1994.30-53
[35]Rost, M. L2 Listening. Handbook of Research in Second Language.2005.
[36]Skehan, P. Second Language Acquisition Strategies and Task-based Learning. [J]Thames Valley 1976.
[37]Snow, R. E. Construct Validity and Constructed-response Tests.[J] In Bennet, R. E. and Ward, W. C. (eds),1993.45-60
[38]Weir, C. J. Communicative Language Test-ing.[M]UK:Prentice Hall International Ltd. 1988.38-40
[39]Weir, C. J. Understanding and Developing Language Tests.[M] New York:Prentice-hall International Ltd.1993.24-30
[40]White, G. Listening. [M]Oxford:Oxford University Press.1998.40-44
[41]陈纪梁,陶伟,《浅论语言测试的信度》[J],山东师大外国语学院学报,2000,(04)
[42]陈静,《浅谈语言测试的信度与效度》[J],吉林华桥外国语学院学报,2009,(01),
[43]刘润清,《语言测试和它的方法》[M],外语教学与研究出版社,1999
[44]孔德惠,《英语测试学》[M],东北师范大学出版社,2000
[45]邹申,《英语语言测试理论也与操作》[M],上海外语教育出版社,1998
[46]《大学英语教学大纲》修订工作组(1998),《大学英语教学大纲》修订本,上海外语教育出版社,高等教育出版社
[2]Anderson, A. and Lynch, T. Listening. [M] Oxford:Oxford University Press,1988.26-73
[3]Arthur Hughes. Testing for Language Teachers. [M] Foreign Language Teaching and Research Press Cambridge University Press,2000.38-114
[4]Bachman, L. F. Fundamental Considerations in Language Testing[M]. Oxford University Press,1990.1-89
[5]Bachman, L. F. and A. Palmer. Language Testing in Practice[M]. Oxford University Press,1996.110-178
[6]Brown, G. Listening to Spoken English. Longman:London1990. (2nd ed.).
[7]Buck, G. The Testing of Listening in a Second Language. [In]:Language Testing and Assessment, Encyclopedia of Language and Education[C],1997. Vol7.
[8]Buck,G. Assessing Listening. Cambridge:Cambridge University Press[M],2001.53-79
[9]Carroll, D. W. Psychology of Language. [M] Beijing:FLTRP,2000.22-29
[10]Cherry, C. On Human Comprehension.[M] Cambridge Mass:MIT Press.1957
[11]Cooper, W. E. Syntactic Control of Timing in Speech Production:A Study of Complement Clauses. [J] Journal of Phonetics,1976.145-159
[12]Conrad, L. Semantics Versus Syntactic Cues in Listening Comprehension.[J] Studies in Second Language Acquisition[C],1985:Vol7
[13]Davies, A. Principles of Language Testing. [M] Oxford:Basil Blackwell,1990.1-9
[14]Ebel, R. L. Essentials of Educational Measurement. Englewood Cliffs, [R]1991, Prentice-Hall
[15]Farhady, H. The Disjunctive Fallacy Between Discrete Point and Integrative Tests.TESOL Quarterly [J]1979.
[16]Feyten, C. M. The Power of Listening Ability:An Overlooked Dimension in Language Acquisition. [J]The Modern Language Journal[C] 1991.(75):173-80
[17]Gulliksen, H. The Relation of Item Difficulty and Interitem Correlation to Test Variance and Reliability [M]. Psychometrika,1945,10:79-91.
[18]Heaton, J. B. Writing English Language Tests. Beijing[M]:Foreign Language Teaching and Research Press,2000.64-95
[19]Henning, G. A Guide to Language Testing[M]. New York:Newbury House,1987.4-35
[20]Henning, G A. Guide to Language Testing:Development, Evaluation and Research [M]. Beijing:Foreign Language Teaching and Research Press2001.
[2I]Hughes, Arthur. Testing for Language Teachers.[M] Cambridge:Cambridge University Press.1989.56-88
[22]Hughes, Arthur. Testing for Language Teachers. [M]Beijing:Foreign Language Teaching and Research Press.2000.75-124
[23]Hymes, D. On Communicative Competence.[J] Harmondsworth:Penginl972.
[24]Lado, R. Language Testing:The Construction and Use of Foreign Language Tests. [M]London:Longman1961.
[25]Lynch, T. Theoretical Perspective on Listening. [J]Annual Review of Applied Linguistics.1998.4-20
[26]Madsen, Harold. Techniques in Testing. [M] London:Oxford University Press.1983.59-78
[27]Munby, J. Communicative Syllabus Design. [M] Cambridge:Cambridge University Press.1978.245-378
[28]Munby, J. Communicative Classroom. [M] Cambridge:Cambridge University Press 1978.207-267
[29]Oller, J. W. Language Test at School:A Pragmatic Ap-proach[M]. London: Longman1979,180-249
[30]Pearson, P. C. and Fielding, L. Research Update:Listening Comprehension. Language Arts[J] 1982.112-139
[31]Richards, J. C. Listening Comprehension:Approach, Design, Procedure. [J]TESOL Quarterly,1983.214-219
[32]Richards, J. C. Approaches and Methods in Language Teaching.[M] Cambridge; New York; London:Cambridge University Press.1986.193-223
[33]Rost, M. Listening in Language Learning. London:Longman Group UK Ltd.1990.45-60
[34]Rost, M. Introducing Listening (Penguin English Series)[M]. Eng-land: Penguin1994.30-53
[35]Rost, M. L2 Listening. Handbook of Research in Second Language.2005.
[36]Skehan, P. Second Language Acquisition Strategies and Task-based Learning. [J]Thames Valley 1976.
[37]Snow, R. E. Construct Validity and Constructed-response Tests.[J] In Bennet, R. E. and Ward, W. C. (eds),1993.45-60
[38]Weir, C. J. Communicative Language Test-ing.[M]UK:Prentice Hall International Ltd. 1988.38-40
[39]Weir, C. J. Understanding and Developing Language Tests.[M] New York:Prentice-hall International Ltd.1993.24-30
[40]White, G. Listening. [M]Oxford:Oxford University Press.1998.40-44
[41]陈纪梁,陶伟,《浅论语言测试的信度》[J],山东师大外国语学院学报,2000,(04)
[42]陈静,《浅谈语言测试的信度与效度》[J],吉林华桥外国语学院学报,2009,(01),
[43]刘润清,《语言测试和它的方法》[M],外语教学与研究出版社,1999
[44]孔德惠,《英语测试学》[M],东北师范大学出版社,2000
[45]邹申,《英语语言测试理论也与操作》[M],上海外语教育出版社,1998
[46]《大学英语教学大纲》修订工作组(1998),《大学英语教学大纲》修订本,上海外语教育出版社,高等教育出版社