摘要
心理测量理论的发展使得准确有效地对学习者知识和技能进行过程化和个性化测量的时代已经到来。教育测量和认知心理学专家们终于能设计出来专门提供学习者某学科认知能力优缺点的试题(Leighton&Gierl,2007b)。认知诊断作为新一代心理与教育测量理论的核心逐步被外语界发现和利用，并显示出巨大的优势和潜力。它能挖掘学习者认知加工过程中潜在的特性和属性掌握模式，有助于针对性地提供补救措施和策略指导。
EFL听力因其涉及的属性复杂一直是英语教育者和学习者试图突破的瓶颈。传统的评估与教学两张皮以及其粗颗粒的评估模式已经难以满足个性化和过程化的新需要，如何为大学生提供一个细颗粒度的听力能力自我诊断模型、并获得对症的学习策略指导干预，最终达到对不同水平的学生进行有个别的指导已经成为现代外语教育的新目标。
该研究基于EFL听力理解理论、语言测试学理论和认知诊断理论，用心理测量学的方法构建英语听力诊断模型并进行分析和验证，同时讨论如何呈现诊断报告和补救性指导。具体问题如下：
1. EFL听力理解中涉及到的属性和属性之间的层级关系是什么?
2.如何构建并验证基于认知诊断CDA的EFL听力能力诊断试题模型？
3.呈现网络诊断报告应该考虑的因素是什么?
4.如何根据诊断报告指导学习者补救他们学习过程中问题?
根据研究问题，本研究包括理论探索、模型开发和验证、诊断报告和针对报告的指导干预，该论文侧重点前两个阶段。首先对前期编写的初步诊断试题（preliminarydiagnostic tests）进行项目分析和模型验证，然后按照认知诊断理论重新确定听力属性和矩阵（Q-matrix），构建了听力认知诊断试题假设模型（hypothetic model）。为了验证这一假设模型，首先组织534个学生试用，获取他们的答题结果(responses)。同时根据三方不同的主体对该试题假设模型的认识建立了三个版本的假设模型：试题设计者对假设模型试题重新标注后的模型（H1），学生有声思维结果得出来的模型（H2）和7个学科专家对假设模型试题标注的结果（H3）。然后用G-DINA分析对比，找出三个中与学生做题结果最拟合的。研究结果证明7个学科专家模型（H3）具有最好的数据—模型拟合度（data-model fit）。之后，确定的模型被应用到新的数据中进行再次验证。结果证明H3仍旧是拟合度最好的模型。研究发现如下：
1. EFL听力认知诊断模型的属性包括：辨音语调和重音、词汇和口语表达、语法结构、细节捕获、主旨的抓取、上下文和文化背景推测、记忆和记笔记能力。前6个为听力语言语篇能力，第7为策略能力。
2.模型构建方法除了属性确定和定义、试题矩阵构架和试题编写、认知诊断分析验证和诊断报告呈现外，补救性干预指导是诊断必然的目标。
3.网络诊断报告呈现必须要考虑五点：对报告使用者进行引导、结合传统的分数、提供多样的诊断分数、尽量做到多维动态化分析和加入描述性语言以方便使用者充分理解。
4.对学习者的指导必须基于听力理解和学习理论，并针对学习者的问题和诊断报告。指导方式可以是网络互动问答式、成功学习者案例式、有声思维式心理微观过的呈现和通过对国际语言学专家有针对性的采访等文本和音视频结合式。
该认知诊断模型把教、学与评三方有机地融为一体。首先它能评估群体和个体在听力认知过程中的属性掌握模式及其优劣特点，依托网络更可以提供即时网络化诊断报告和针对性指导。其次教师可根据诊断结果发现个体和群体的特点和需求，调整和优化自己的教学方法，真正做到因材施教。更重要的是学生可以通过自我诊断发现问题，并获取有效的指导和干预，最终帮助他们走向自主学习之路，这也是现代语言教育的最终极目标。从这个角度讲，本研究也有助于开拓未来语言研究的新方向。
Cognitive diagnostic assessment (CDA) has great potentials in large scale testing. Withit, researchers in educational measurement and cognitive psychology are finally in a positionto design tests targeted specifically for providing valuable information about students'cognitive strengths and weaknesses (Leighton&Gierl,2007b).
CDA had not been adopted in second language assessment until in recent several years,but very few cases in EFL listening research have been found. The dissertation makes a boldattempt to employ Cognitive Diagnostic Approaches (CDAs) to develop a listeningdiagnostic test model for fine-grained assessment and classification of the learner‘sknowledge state and presence or absence of certain attributes. The study also touches on thediagnostic report and the corresponding remedial guidance. The addressed questions are asfollows:
1. What attributes count in EFL listening and how are they related hierarchically?
2. How can we construct and validate the EFL listening CDA model?
3. What are the considerations in presenting the online diagnostic reports?
4. How can we guide the learners based on their diagnostic reports?
The methodology falls into two phases. Phase I is analyzing the preliminary diagnostictest model (PDT). This includes attribute identification, Q-matrix construction, IRT andCDA analysis. In Phase II, the hypothetic model (H) is proposed based on Phase I and it isthen validated by comparing its3versions of hypothetic models, i.e. the test developer‘smodel (H1), students‘Think Aloud Protocol (TAP) model (H2) and7domain experts‘judgment model (H3).534test responses and the above three versions of hypothetic modelsare psychometrically analyzed using G-DINA model to find out their absolute and relativemodel-data fit statistics. The best-fit sub-model proves to be H3. After these exploratoryprocedures, the best-fit model is further verified with new data and its goodness of fit isconfirmed.
Considerations for diagnostic online reports are also proposed, followed by four kindsof guidance for learners to cope with their diagnosed problems.
The findings come as follows:
To answer the first question, seven attributes were identified: phonological level (sounddiscrimination, stress and intonation); lexical level (less frequent vocabulary and oralexpressions); syntactic level (less frequent vocabulary and oral expressions); facts anddetails; main ideas; contextual and cultural related inference; note-taking and working memory. They are mainly independent attributes.
How to develop the CDA model? It generally follows the4-step procedure of―attributeidentification‖→―Q-matrix construction and test item writing‖→―Psychometric analysisand verification‖→―Diagnostic reporting‖. However，the research demonstrated that―remedial guidance‖is a very appropriate and desirable destination for a diagnostic model.They five constitute a perfect system to empower learners in pursuing autonomy in EFLlearning.
About the online diagnostic report,5considerations were proposed:1) offeringorientation information to the diagnostic score users;2) integrating the total scores into thediagnostic report;3) making diagnostic report files and scores interpretable, such as in theform of graphs, tables or other interactive ways;4) offering multi-dimensional analysis;5)including narrative interpretations for the unconventional diagnostic scores.
Guidance is often given according to learner problems and diagnostic reports. It can bequestion-answer form of listening strategies, cases of successful learners, learners‘TAPreports and interview aural and visual of some world linguists.
In the context of language learning and instruction, the availability of such diagnosticfeedback and guidance at a finer grain size would allow the instructor to identify thelearner‘s specific deficiencies and to plan instruction that is tailored to the needs of theparticular learner. It also facilitates learners on their journey to autonomy. In thelearner-centered and technology-assisted age of education, this study is especiallysignificant in its great potentials.
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