资源描述
Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,-,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,-,*,Chapter 1 Overview of Language Testing,1,-,Chapter 1 Overview of Language,Content,The nature of language testing,The aim of language testing,The relationship between language testing and teaching,Four approaches of language testing,A look at some large-scale tests of oversea and domestic,2,-,ContentThe nature of language,The nature of language testing,Language testing are instruments used to measure language,ability,or,aptitude,.It is an independent discipline which has its own research field and research methodology.It is an interdisciplinary integrated discipline that involves linguistic,teaching methodology,psychometrics.,3,-,The nature of language testing,The aim of language testing,Group A,Group B,Class 1,82,95,Class 2,76,88,Class 3,84,90,Tests may be constructed primarily as devices to reinforce learning and to motivate the student or primarily as a means of,assessing the students performance,in the language.,4,-,The aim of language testingGro,Group discussion:what is the relationship between language testing and teaching?,5,-,Group discussion:what is the,Both testing and teaching are so closely interrelated that it is virtually impossible to work in either field without being constantly concerned with the other.The proper relationship between testing and teaching is that of,partnership,.,6,-,Both testing and teaching a,Arthur Hughes,认为，教学与测试是“伙伴关系”,(partnership)(Hughes 1989),。他说，“,The proper relationship between teaching and testing is surely that of partnership.We cannot expect testing only to follow teaching.What we should demand of it,however,is that it should be supportive of good teaching and,where necessary,exert a corrective influence on bad teaching.”(Arthur Hughes 2000),7,-,Arthur Hughes认为，教学与测试是,8,-,8-,点击添加文本,点击添加文本,点击添加文本,点击添加文本,Four approaches of language testing,The structualist-psychometric approach,The communicative approach,The integrative approach,The essay-translation approach,Before 1950s,Early 1950s-late 1960s,1970s-eary1980s,1980s-now,9,-,点击添加文本点击添加文本点击添加文本点击添加文本Four a,A look at some large-scale tests of oversea and domestic,PETS,CET4,CET6,TEM4,TEM8,IELTS,TOEFL,GRE,GMAT LSAT,BEC,10,-,A look at some large-scale tes,CET6,11,-,CET611-,Forward looks,纵观上述考试的设计宗旨和测试目的，我们可以归纳出以下几个特点：,1.,所有考试都旨在全面测量考生的语言水平，故无一遗漏地测试各主要单项语言能力（听说读写）。,2.,考试日趋注重对,口语,能力的测试，并且口试与笔试分开的时间间隔也越来越短；托福考试在实施了,18,年后于,1981,年推出托福口试；,CET,考试在开考,12,年后于,1999,年增加,CET-SET,考试，而在,1999,年开始正式实施的,PETS,考试，在推出时已包含了口语测试项目。,12,-,Forward looks纵观上述考试的设计宗旨和测试目的，,3.,考试在测试考生接受性语言技能（,receptive,）的同时，更加注重评价他们的产出性语言技能（,productive skills),，所以在题型选择上绝大多数采用多样化的形式，既有多项选择题，又有其他形式，如简答题、填空题、匹配题、翻译题、写作题等。,4.,考试不仅考虑到信度（如分数的可靠性），而且更加注重其效度（是否达到预期测试目标等）。增加口语,/,写作考试和多种题型有机组合都是为了能够考核学生综合运用英语进行交流的能力，以提高考试效度。,13,-,3.考试在测试考生接受性语言技能（receptive）的同时,Questions,1.,联系本人了解或参加的考试，谈谈国内考试现状。,2.,国外的研究成果和发展动态对我们有什么启示？结合教学和学生的实际情况，我们可以开展哪些研究来促进教学？,14,-,Questions1.联系本人了解或参加的考试，谈谈国内考试,15,-,15-,
展开阅读全文