陕西高考英语阅读测试的特点及内容效度研究
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摘要
在我国,普通高考承载着人才选拔的重大使命,具有高风险和巨大的社会影响力。自2004年起,教育部决定在部分省市实行高考自主命题。2006年陕西省获的高考英语试卷自主命题的权利。高考英语陕西卷命制四年以来一直受到社会各界的广泛关注。然而,对于高考英语陕西卷的系统的科学的评价并不多见,而且目前能够指导高考英语陕西卷命题实践的研究成果也不多。
对于外语学习者来说,阅读是主要的信息来源。因此,阅读能力成为衡量一个人语言能力高低的一种非常重要的指标。中学生英语阅读能力的培养是中学英语教学的重要内容,同时,阅读理解试题在高考英语总分150分中占40分,将近三分之一,对考生的成绩影响较大。因此,命制好阅读理解试题是保证高考英语测试成功的一个很重要的方面。
鉴于高考和阅读的重要性,本文将以2006年-2009年全国普通高考英语陕西卷阅读理解试题为研究对象,根据巴克曼的考试任务特征框架理论以及国内外对阅读的研究成果,同时结合全日制普通高级中学英语教学大纲、普通高等学校招生全国统一考试大纲和普通高等学校招生全国统一考试大纲的说明(英语)对阅读的要求,笔者重新构建了一个阅读测试特征框架。根据新的框架本研究从测试环境、测试说明、试题输入、测试的答题以及答题与输入的关系五个方面分析和评价了陕西高考英语阅读理解试题的特点和内容效度。
研究结果表明,2006年至2009年陕西高考英语阅读试题具有较高的内容效度,测试内容符合教学大纲、考试大纲以及考试说明对阅读的规定。具体来说,这四年的阅读理解试题呈现出以下一些特点:
1)试卷结构和模式是稳定的;2)题材广泛且富有趣味性和真实性;3)体裁基本符合大纲规定,但大多集中于说明文和议论文而且没有出现应用文;4)文章总长度符合考试说明的规定而且在这四年阅读材料中句子长度也基本稳定;5)阅读难度控制的很好;6)阅读技能考察了考试大纲规定的6种技能。
然而,在分析中也发现了一些问题:阅读题型比较单一;阅读材料的体裁过于集中,大都属于说明文和议论文。
最后,本文为以后的研究和中学英语阅读教学提出了一些参考性的建议,同时也指出了本研究的缺陷。
In China, the college entrance examination bears great mission to select talents. As a high-stakes test, it produces great impact on society. In 2004, the department of education decides to let some provinces write the test by themselves. In 2006, Shaanxi province gets the right to write English test independently. Up to 2009, it has been four years and the quality of National Matriculation English Test in Shaanxi has attracted wide attention. However, there are few systematic and scientific evaluations and research product for the National Matriculation English Test in Shaanxi.
As for foreign language learners, reading is the main source of information. Therefore, reading ability becomes one of the important factors that measure a person’s language competence. Developing middle school students’English reading abilities is important content of English teaching in middle school. Meanwhile, reading comprehension test covers 40 points (nearly one third) of the total score in the National
Matriculation English Test and influences test takers’total points greatly. Thus, designing good reading comprehension test is an important facet that grantees the success of National Matriculation English Test.
Considering the importance of College entrance examination and reading, this paper explores NMET reading comprehension tests in Shaanxi from 2006 to 2009. Based on Bachman and Palmer’s framework of test method facets and the research product of reading at home and abroad, the author rebuilds a framework of reading characteristics combining the requirements of reading test in the teaching and testing syllabuses and test specification. According to the revised framework, the present study analyzes and evaluates the characteristics and content validity of NMET reading comprehension tests in Shaanxi from five aspects: setting, test rubrics, input, expected response and the relationship between input and expected response.
The results show that it has high content validity in NMET reading comprehension tests in Shaanxi and the testing contents meet the requirements in the two syllabuses and test specification. Specifically, NMET reading tests in these four years have the following characteristics:
1) the testing format and structure are stable; 2) topics are extensive, interesting and real; 3) genres basically meet the requirement of testing syllabus, however, most of them belong to expositions and argumentations and there are no practical writings; 4) the total length of reading materials keeps within the limits set by the test specification and sentence length is stable in the reading passages from 2006 to 2009; 5) difficulty of reading is controlled well; 6) reading skills cover all the six reading skills stipulated in the testing syllabus.
However, some weaknesses are found in the process of analysis such as only multiple-choice question is used in the test item; genres are too concentrated on exposition and argumentation.
At last, this paper gives some suggestions for the further studies and English reading teaching in middle school. In the meantime, some limitations are pointed out in the present study.
对于外语学习者来说,阅读是主要的信息来源。因此,阅读能力成为衡量一个人语言能力高低的一种非常重要的指标。中学生英语阅读能力的培养是中学英语教学的重要内容,同时,阅读理解试题在高考英语总分150分中占40分,将近三分之一,对考生的成绩影响较大。因此,命制好阅读理解试题是保证高考英语测试成功的一个很重要的方面。
鉴于高考和阅读的重要性,本文将以2006年-2009年全国普通高考英语陕西卷阅读理解试题为研究对象,根据巴克曼的考试任务特征框架理论以及国内外对阅读的研究成果,同时结合全日制普通高级中学英语教学大纲、普通高等学校招生全国统一考试大纲和普通高等学校招生全国统一考试大纲的说明(英语)对阅读的要求,笔者重新构建了一个阅读测试特征框架。根据新的框架本研究从测试环境、测试说明、试题输入、测试的答题以及答题与输入的关系五个方面分析和评价了陕西高考英语阅读理解试题的特点和内容效度。
研究结果表明,2006年至2009年陕西高考英语阅读试题具有较高的内容效度,测试内容符合教学大纲、考试大纲以及考试说明对阅读的规定。具体来说,这四年的阅读理解试题呈现出以下一些特点:
1)试卷结构和模式是稳定的;2)题材广泛且富有趣味性和真实性;3)体裁基本符合大纲规定,但大多集中于说明文和议论文而且没有出现应用文;4)文章总长度符合考试说明的规定而且在这四年阅读材料中句子长度也基本稳定;5)阅读难度控制的很好;6)阅读技能考察了考试大纲规定的6种技能。
然而,在分析中也发现了一些问题:阅读题型比较单一;阅读材料的体裁过于集中,大都属于说明文和议论文。
最后,本文为以后的研究和中学英语阅读教学提出了一些参考性的建议,同时也指出了本研究的缺陷。
In China, the college entrance examination bears great mission to select talents. As a high-stakes test, it produces great impact on society. In 2004, the department of education decides to let some provinces write the test by themselves. In 2006, Shaanxi province gets the right to write English test independently. Up to 2009, it has been four years and the quality of National Matriculation English Test in Shaanxi has attracted wide attention. However, there are few systematic and scientific evaluations and research product for the National Matriculation English Test in Shaanxi.
As for foreign language learners, reading is the main source of information. Therefore, reading ability becomes one of the important factors that measure a person’s language competence. Developing middle school students’English reading abilities is important content of English teaching in middle school. Meanwhile, reading comprehension test covers 40 points (nearly one third) of the total score in the National
Matriculation English Test and influences test takers’total points greatly. Thus, designing good reading comprehension test is an important facet that grantees the success of National Matriculation English Test.
Considering the importance of College entrance examination and reading, this paper explores NMET reading comprehension tests in Shaanxi from 2006 to 2009. Based on Bachman and Palmer’s framework of test method facets and the research product of reading at home and abroad, the author rebuilds a framework of reading characteristics combining the requirements of reading test in the teaching and testing syllabuses and test specification. According to the revised framework, the present study analyzes and evaluates the characteristics and content validity of NMET reading comprehension tests in Shaanxi from five aspects: setting, test rubrics, input, expected response and the relationship between input and expected response.
The results show that it has high content validity in NMET reading comprehension tests in Shaanxi and the testing contents meet the requirements in the two syllabuses and test specification. Specifically, NMET reading tests in these four years have the following characteristics:
1) the testing format and structure are stable; 2) topics are extensive, interesting and real; 3) genres basically meet the requirement of testing syllabus, however, most of them belong to expositions and argumentations and there are no practical writings; 4) the total length of reading materials keeps within the limits set by the test specification and sentence length is stable in the reading passages from 2006 to 2009; 5) difficulty of reading is controlled well; 6) reading skills cover all the six reading skills stipulated in the testing syllabus.
However, some weaknesses are found in the process of analysis such as only multiple-choice question is used in the test item; genres are too concentrated on exposition and argumentation.
At last, this paper gives some suggestions for the further studies and English reading teaching in middle school. In the meantime, some limitations are pointed out in the present study.
引文
Alderson, J. C. Assessing Reading [M]. Cambridge: Cambridge University Press, 2000.
Alderson, J. C, C. Clapham. & D. Wall. Language Testing Construction and Evaluation [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
American Psychological Association. Standards for educational and psychological testing. Washington, D. C: American Psychological Association, 1985.
Bachman, L. F, Kunman, A., Vanniarajan, S. & Lynch. B. Task and Ability Analysis as a Basis for Examining Content and Construct Comparability in Two EFL Proficiency Test Batteries [J]. Language Testing. 5(2), 1988: 128-159.
Bachman, L. F. & A. S. Palmer. Language Testing in Practice [M]. Oxford: Oxford University Press, 1996.
Bachman, L. F. Fundamental Considerations in Language Testing [M]. Oxford: Oxford University Press, 1990.
Bloomfield, L. Language [M]. London: George Allen & Unwin Ltd, 1955.
Brantmeier, C. Does gender make a difference? Passage content and comprehension in second language reading [J]. Reading in a Foreign Language. 15 (1), 2003: 1-24.
Brown, G, Yule G. Discourse Analysis [M]. Cambridge : Cambridge University Press, 1983 :63.
Brown, G & G. Yule. Discourse Analysis [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Canale, M & M. Swain. Theoretical bases of communicative approaches to second language teaching and testing [J]. Applied Linguistics. 1(1), 1980: 47.
Chomsky, N. Aspects of the Theory of Syntax [M]. Massachusetts: MIT Press, 1965.
Christine Nuttal. Teaching Reading Skills in a Foreign Language [M]. Shanghai: Shanghai Foreign Language Education Press, 2002. (6-17)
Clapham, C. The Development of IELTS: A Study of the Effect of Background Knowledge on Reading Comprehension [M]. Cambridge: Cambridge University Press, 1996.
David, D & Mary Schedl. Evaluation of an In-depth Vocabulary Knowledge Measure for Assessing Reading Performance [J]. Language Testing. (21), 2004: 28-52.
Ding, et al. A Hand Book of Writing [M]. Beijing: Foreign Language Teaching and Research Press, 1994.
Flesh, R. F. A New Readability Yardstick [J]. Journal of Applied Psychology. 32, 1948: 221-233.
Heaton, J. B. Classroom Testing [M]. London: Longman Group UK Limit, 1991.
Heaton, J. B. Writing English Language Tests [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Hughes, A. Testing for English Language Teachers [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Hymes, D. H. On Communicative Competence. In J. B. Pride and J. Holmes, ed Sociolinguistics. Harmondsworth: Penguin, 1972.
Ito, A. Two types of translation tests: their reliability and validity [J]. System. 32, 2004: 395-405.
Kerlinger, F. N. Foundation of Behavior Research [M]. New York: Holt, Rinehart and Wonston, 1973: 458.
Lado, R. Language Testing [M]. New York: McGraw-Hill, 1961.
Lyle F. Bachman, Fundamental Considerations in Language Testing [M]. Shanghai: Shanghai Foreign Language Education Press, 1996.
Lyle F. Bachman & Adrian S. Palmer, Language Testing in Practice [M]. Shanghai: Shanghai Foreign Language Education Press, 1999.
Messick, S. Validity [A]. In R. L. Linn (ed). Education Measurement [C]. New York: Macmillan, 1989.
Riazi, S. M. A. The impact of text length on EFL students’reading comprehension [J]. Asian EFL. 3, 2004: 235-241.
Richards, J. C & Rodgers, T. S. Approaches and methods in Language Teaching [M]. Beijing: Foreign Language Teaching and Research Press, Cambridge UniversityA Study of Characteristics and Content Validity of NMET Reading Tests in Shaan Xi Province - 69- Press, 2000.
Richards, J. C. et al. Longman Dictionary of Language Teaching and Applied Linguistics [M]. Beijing: Foreign Language Teaching and Research Press, 2005.
Roy & Irene. The Prediction of TOEFL Reading Item Difficulty: Implications for Construct Validity [J]. Language Testing. 10(2), 1993: 133-170.
Scott, B. N. The validity of reading comprehension test scores: Evidence of generalizability across different test administration conditions, Annual Meeting of the National Council on Measurement in Education (Seattle, WA, April 11-13), 2001.
Seabral, A. et al. Validity evidence for the reading competence test of words and non-words [J]. The Spanish Journal of Psychology. 12(2), 2009: 788-798.
Weir, C. J. Understanding and Developing Language Tests [M]. London Prentice Hall, 1993.
Weir, C. J & Urquhart, A. H. Studies in Language Testing [M]. Cambridge: Cambridge University Syndicate Press, 2000.
Zhang Zhenbang. A New English Grammar Coursebook [M]. Shanghai Foreign Language Education Press, 2003.
Zhou Yuemei. Exploration into Comparability of Two National EFL Tests (CET-6 and TEM-4) in China [M]. Shanghai: Shanghai Foreign Language Education Press, 2004.
Zou Shen. Language Testing [M]. Shanghai: Shanghai Foreign Language Education Press, 2005.
薄冰.实用英语语法详解[M].山西:山西教育出版社, 2003.
陈燕.全国硕士研究生入学统一考试英语考试的阅读理解内容效度研究[D].西南交通大学, 2007.
辜向东,关晓仙. CET阅读测试与大学英语阅读教材易读度抽样研究[J].西安外国语学院学报, 2003 (3): 39-42.
辜向东,李志芳,张书奎.大学英语四级考试快速阅读部分内容效度研究[J].西南民族大学学报(人文社科版), 2009 (1): 258-263.
辜向东,王秋艳.高考英语全国卷与各省市自主命题卷阅读理解试题内容效度分析[J].考试研究, 2008 (3): 102-114.
侯艳萍. TEM4阅读理解内容效度分析[D].上海外国语大学, 2004.
胡壮麟.语言学教程(修订版)[M].北京:北京大学出版社, 2001.
金艳,吴江.以内省法检验CET阅读理解测试的效度[J].外语界, 1998 (2): 47-52.
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教育部考试中心.普通高等学校招生全国统一考试大纲的说明(英语) [M].北京:高等教育出版社, 2006-2009.
李国芳,石维.试论英语阅读诸变量对阅读的影响[J].山西广播电视大学学报, 2004(2): 57-58.
李筱菊.语言测试科学与艺术[M].长沙:湖南教育出版社, 1997.
刘庆思.改革开放三十年来我国高考英语科的发展情况[J].课程.教材.教法, 2008 (4): 23-27.
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杨惠中,语言测试的设计与评估(导读) [M].北京:外语教育与研究出版社, 2000.
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邹申,张艳莉,周越美.阅读测试中题目类型、策略与分数的关系—TEM4考试阅读项目的答题效度研究[J].外语与外语教学, 2002 (5): 19-22.
张秀国.英语修辞学[M].北京:清华大学出版社, 2005.
赵得成.内容效度:一个不容忽视的问题[J].语文建设, 2006 (9): 62-64.
Alderson, J. C, C. Clapham. & D. Wall. Language Testing Construction and Evaluation [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
American Psychological Association. Standards for educational and psychological testing. Washington, D. C: American Psychological Association, 1985.
Bachman, L. F, Kunman, A., Vanniarajan, S. & Lynch. B. Task and Ability Analysis as a Basis for Examining Content and Construct Comparability in Two EFL Proficiency Test Batteries [J]. Language Testing. 5(2), 1988: 128-159.
Bachman, L. F. & A. S. Palmer. Language Testing in Practice [M]. Oxford: Oxford University Press, 1996.
Bachman, L. F. Fundamental Considerations in Language Testing [M]. Oxford: Oxford University Press, 1990.
Bloomfield, L. Language [M]. London: George Allen & Unwin Ltd, 1955.
Brantmeier, C. Does gender make a difference? Passage content and comprehension in second language reading [J]. Reading in a Foreign Language. 15 (1), 2003: 1-24.
Brown, G, Yule G. Discourse Analysis [M]. Cambridge : Cambridge University Press, 1983 :63.
Brown, G & G. Yule. Discourse Analysis [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Canale, M & M. Swain. Theoretical bases of communicative approaches to second language teaching and testing [J]. Applied Linguistics. 1(1), 1980: 47.
Chomsky, N. Aspects of the Theory of Syntax [M]. Massachusetts: MIT Press, 1965.
Christine Nuttal. Teaching Reading Skills in a Foreign Language [M]. Shanghai: Shanghai Foreign Language Education Press, 2002. (6-17)
Clapham, C. The Development of IELTS: A Study of the Effect of Background Knowledge on Reading Comprehension [M]. Cambridge: Cambridge University Press, 1996.
David, D & Mary Schedl. Evaluation of an In-depth Vocabulary Knowledge Measure for Assessing Reading Performance [J]. Language Testing. (21), 2004: 28-52.
Ding, et al. A Hand Book of Writing [M]. Beijing: Foreign Language Teaching and Research Press, 1994.
Flesh, R. F. A New Readability Yardstick [J]. Journal of Applied Psychology. 32, 1948: 221-233.
Heaton, J. B. Classroom Testing [M]. London: Longman Group UK Limit, 1991.
Heaton, J. B. Writing English Language Tests [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Hughes, A. Testing for English Language Teachers [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Hymes, D. H. On Communicative Competence. In J. B. Pride and J. Holmes, ed Sociolinguistics. Harmondsworth: Penguin, 1972.
Ito, A. Two types of translation tests: their reliability and validity [J]. System. 32, 2004: 395-405.
Kerlinger, F. N. Foundation of Behavior Research [M]. New York: Holt, Rinehart and Wonston, 1973: 458.
Lado, R. Language Testing [M]. New York: McGraw-Hill, 1961.
Lyle F. Bachman, Fundamental Considerations in Language Testing [M]. Shanghai: Shanghai Foreign Language Education Press, 1996.
Lyle F. Bachman & Adrian S. Palmer, Language Testing in Practice [M]. Shanghai: Shanghai Foreign Language Education Press, 1999.
Messick, S. Validity [A]. In R. L. Linn (ed). Education Measurement [C]. New York: Macmillan, 1989.
Riazi, S. M. A. The impact of text length on EFL students’reading comprehension [J]. Asian EFL. 3, 2004: 235-241.
Richards, J. C & Rodgers, T. S. Approaches and methods in Language Teaching [M]. Beijing: Foreign Language Teaching and Research Press, Cambridge UniversityA Study of Characteristics and Content Validity of NMET Reading Tests in Shaan Xi Province - 69- Press, 2000.
Richards, J. C. et al. Longman Dictionary of Language Teaching and Applied Linguistics [M]. Beijing: Foreign Language Teaching and Research Press, 2005.
Roy & Irene. The Prediction of TOEFL Reading Item Difficulty: Implications for Construct Validity [J]. Language Testing. 10(2), 1993: 133-170.
Scott, B. N. The validity of reading comprehension test scores: Evidence of generalizability across different test administration conditions, Annual Meeting of the National Council on Measurement in Education (Seattle, WA, April 11-13), 2001.
Seabral, A. et al. Validity evidence for the reading competence test of words and non-words [J]. The Spanish Journal of Psychology. 12(2), 2009: 788-798.
Weir, C. J. Understanding and Developing Language Tests [M]. London Prentice Hall, 1993.
Weir, C. J & Urquhart, A. H. Studies in Language Testing [M]. Cambridge: Cambridge University Syndicate Press, 2000.
Zhang Zhenbang. A New English Grammar Coursebook [M]. Shanghai Foreign Language Education Press, 2003.
Zhou Yuemei. Exploration into Comparability of Two National EFL Tests (CET-6 and TEM-4) in China [M]. Shanghai: Shanghai Foreign Language Education Press, 2004.
Zou Shen. Language Testing [M]. Shanghai: Shanghai Foreign Language Education Press, 2005.
薄冰.实用英语语法详解[M].山西:山西教育出版社, 2003.
陈燕.全国硕士研究生入学统一考试英语考试的阅读理解内容效度研究[D].西南交通大学, 2007.
辜向东,关晓仙. CET阅读测试与大学英语阅读教材易读度抽样研究[J].西安外国语学院学报, 2003 (3): 39-42.
辜向东,李志芳,张书奎.大学英语四级考试快速阅读部分内容效度研究[J].西南民族大学学报(人文社科版), 2009 (1): 258-263.
辜向东,王秋艳.高考英语全国卷与各省市自主命题卷阅读理解试题内容效度分析[J].考试研究, 2008 (3): 102-114.
侯艳萍. TEM4阅读理解内容效度分析[D].上海外国语大学, 2004.
胡壮麟.语言学教程(修订版)[M].北京:北京大学出版社, 2001.
金艳,吴江.以内省法检验CET阅读理解测试的效度[J].外语界, 1998 (2): 47-52.
教育部考试中心.普通高等学校招生全国统一考试大纲[M].北京:高等教育出版社, 2006-2009.
教育部考试中心.普通高等学校招生全国统一考试大纲的说明(英语) [M].北京:高等教育出版社, 2006-2009.
李国芳,石维.试论英语阅读诸变量对阅读的影响[J].山西广播电视大学学报, 2004(2): 57-58.
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