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短语境方式作为阅读能力测试手段的效度研究
时间:2012-12-27 浏览次数:1288次 无忧论文网
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【中文题名】 短语境方式作为阅读能力测试手段的效度研究 【英文题名】 Short-context Technique: An Alternative of Testing Reading Proficiency 【中文摘要】 阅读是获取语言知识最直接、最有效的方法,国内外英语教学界历来把英语阅读教学放在一个比较重要的位置上。无论是大学入学考试,大学英语四、六级统考,还是研究生入学考试或EPT,甚至国外的TOEFL、GRE和IELTS考试中,阅读都占据了相当大的比重。科学、有效地测试英语学习者的阅读能力长期以来一直都是广大英语教师和测试工作者们不懈努力的目标。 目前在EFL或ESL水平测试中,阅读理解测试通常都是从受试对象、测试目地、材料、难度与速度和题型这几方面来考虑命题的,采用的题型都是用于测试英语作为本族语的人的阅读能力的方式。阅读理解测 【英文摘要】 Reading is a major way of acquiring knowledge for FL learners. In China as well abroad, reading has always been the focus of language learning and teaching, so the assessment of a reader's reading ability is then one of the most important criteria to measure one's integrative language proficiency. Nowadays, in our country, in all kinds of English proficiency tests, the testing of reading comprehension is usually designed around such factors as examinees, testing purposes, testing materials, difficulty o 【中文关键词】 阅读理解. 图式理论. 阅读过程模式. 短语境阅读测试法. 效度. 【英文关键词】 Reading Comprehension. Schemata theory. Reading process models. Short-context Technique in testing Reading Proficiency. Validity. Acknowledgements 3-4 Chinese Abstract 4-6 English Abstract 6-9 Contents 9-10 Part Ⅰ Introduction 10-11 Part Ⅱ Reading Matrix 11-26 2.1 What Is Reading 11-12 2.2 Definition of Reading Comprehension 12-13 2.3 The Three models of Reading Process 13-21 2.4 The Definition of Reading Ability 21-26 Part Ⅲ On Reading Proficiency Tests 26-42 3.1 Approaches to Language Testing 26-27 3.2 The definition of Reading Proficiency Test 27-29 3.3 Theoretical Considerations in the Realm of Testing Reading Proficiency 29-35 3.4 Ways of Testing Reading Comprehension 35-37 3.5 Types of Items in Testing Reading Comprehension 37-41 3.6 Parameters in Validating Reading Proficiency Tests 41-42 Part Ⅳ About the Research: Short-context Technique in Testing Reading Proficiency 42-56 4.1 Theoretical Hypothesis 42-44 4.2 The Criticism to The Traditional Reading Tests 44-46 4.3 The Design of Short-context Technique in Testing Reading Proficiency 46-49 4.4 Why I Still Choose Multiple-choice Items? 49-49 4.5 Paremeters in Validating Tests of Reading Proficiency 49-52 4.6 The analysis of the Data 52-61 Part Ⅴ Conclusion 56-58 Bibliography 58-61 Appendix 61-71
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