探究TEM4任务特征的因子结构

Exploring the factor structure of TEM4 task characteristics

本研究探讨TEM4听力理解任务特征的因子结构,以期指导听力教学和测试实践。本研究表明,任务特征中能够提炼出文本、题目和认知活动三个因子,认知活动因子对于高阶因子(听力理解)的贡献最大。这说明听力教学和测试的重点是培养和考查学生获取听力材料关键信息的技能,考查学生理解细节信息和隐含信息的能力、整合不同信息并建构新的意义的能力。

The study focuses on task characteristics in a high-stakes test of EFL listening comprehension. It explores the relationships among the factor structure of task characteristics. A test task characteristic instrument was construc- ted and the data （response records） were randomly sampled from TEM4 （Test for English Majors, Band 4）. Taking task characteristics as the object of measurement, the results were then used in factor analysis, along with Rasch pa- rameter estimate for the items in question. Results showed that text variables, item variables and text-item overlapping variables （ here named as cognitive processes） constitute the factor structure of task characteristics, among which cog- nitive processes can be very good predictors for the listening comprehension construct. Naturally, a conclusion can be drawn that the cognitive processes produced by text-item overlappings are key to test construct. Therefore, these processes or skills in listening learning and assessment are worthy of great attention.