中外英语听力测试的语篇差异及对外语教学的启示

Discourse variation between Chinese and international English listening tests and implications for foreign language teaching

已有对英语考试的研究多集中在题目设置、考试组织等宏观层次,鲜有对其语料展开专门的语言分析。针对自建的两个各包含16篇大学英语六级和雅思听力考试长篇对话的小型语料库,比较了两类考试的听力语篇在语境和词汇结构方面的差别。基于系统功能语法的人际功能框架,从主语、语气、情态、辅句和评价语五个方面对语料进行了语篇分析,结果发现,六级和雅思在词汇、主语、语气和辅句方面均存在较大差别。并依据一项445名英语学习者参与的网上问卷调查,分析了他们的听力语料来源及其和英语水平的关系。最后,结合研究结果,对英语听力教学提出了几点启示。

Previous studies have investigated English tests at a macro level such as exam design, organization and so forth. Few researchers however analyzed the language use in tests from the perspective of linguistic analysis. This study built 2 small corpora composed of 16 long conversations from CET 6 and IELTS listening tests respectively. Differences in context and lexical structure between CET and IELTS were firstly investigated. Discourse analysis of two corpora in terms of their subject, mood, modality, minor clause and appraising items was then conducted from the perspective of interpersonal function of Systemic Functional Grammar. Variation between CET and IELTS were finally found in vocabulary, subject, mood and minor clause. The study also reported an online survey with 445 participants of English learners, discussing the source of their listening materials and the relationship between their English proficiency and listening materials. Finally, implications on teaching and learning of English listening were provided.