Test anxiety, which means individuals show excessive worry, nervousness and anxiety in examination contexts, is becoming a more and more common phenomenon. A moderate level of test anxiety will motivate students while...Test anxiety, which means individuals show excessive worry, nervousness and anxiety in examination contexts, is becoming a more and more common phenomenon. A moderate level of test anxiety will motivate students while a too high or too low level of test anxiety will influence students’ academic performance and their cognitive abilities. Most present researches are focused on secondary school students or on the final exam of a specific school. Few researches on college students and standard tests can be found. Therefore, the researcher took 255 college students as samples to investigate the test anxiety level of non-English majors, their attitudes towards different test tasks (ATDTT) and the correlation between them. The results of the research are as follows: Firstly, the students from non-English majors are at the lower of a moderate test anxiety level in CET-4 and there is no significant gender difference. Secondly, among the four sections in CET-4, students are most positive in writing, less positive in translation and reading, and the least positive in listening. Thirdly, students’ ATDTT in CET-4 are negatively correlated with total test anxiety, cognitive anxiety and emotional anxiety. The researcher hopes this research can offer some help to teachers and students in need.展开更多
This paper is to investigate whether the CET-4 writing section has positive effect in terms of Communicative Language Testing.The questionnaire survey method is adopted to carry out the research to collect data.It is ...This paper is to investigate whether the CET-4 writing section has positive effect in terms of Communicative Language Testing.The questionnaire survey method is adopted to carry out the research to collect data.It is concluded that currently the CET-4 writing section has certain harmful effect upon English learning of college non-English major students.Further reforms and improvement from the perspective of communicative language testing concerning the scoring criteria and the design of the task should be the focus of the future.展开更多
The paper discusses the ＂Writing Test＂ in College English Test - Band Four in two aspects. One is the design of the ＂Writing＂ form; the other is the scoring process. From the discussion the paper comes to a conclu...The paper discusses the ＂Writing Test＂ in College English Test - Band Four in two aspects. One is the design of the ＂Writing＂ form; the other is the scoring process. From the discussion the paper comes to a conclusion that the ＂Writing Test＂ in CET-4 should be reformed in two ways： the single style of the ＂Writing＂ structure should be changed to various styles in design, and the ＂global scoring＂ principle used in marking the writing should be changed to ＂local scoring＂. At last, the author suggests some ways of how to put the reforming into reality,展开更多
This research made a comprehensive comparison on the listening test of the new CET-4 with the old one. Besides, by applying the schema theory, it also provides a series of new teaching methods which can be used to imp...This research made a comprehensive comparison on the listening test of the new CET-4 with the old one. Besides, by applying the schema theory, it also provides a series of new teaching methods which can be used to improve the quality of the college English listening courses' teaching and help students solve the problem in the news report section of the new CET-4.展开更多
The thesis is mainly to analyze the reliability and validity of the reading part in the model test of CET 4 along with the types,purpose,source,and scoring.From the analysis,it is obvious that there are still disadvan...The thesis is mainly to analyze the reliability and validity of the reading part in the model test of CET 4 along with the types,purpose,source,and scoring.From the analysis,it is obvious that there are still disadvantages in the reliability and validity,thus,some suggestions are put forward to improve the quality of CET-4 and promote the teaching.展开更多
The dynamic fracture behaviors of Ti-6Al-4V alloy at high strain rate loading were investigated systemically through Taylor impact test, over the range of impact velocities from 145 m/s to 306 m/s. The critical impact...The dynamic fracture behaviors of Ti-6Al-4V alloy at high strain rate loading were investigated systemically through Taylor impact test, over the range of impact velocities from 145 m/s to 306 m/s. The critical impact velocity of fracture ranges from 217 m/s to 236 m/s. Smooth surfaces and ductile dimple areas were observed on the fracture surfaces. As the impact velocity reached 260 m/s, the serious melting regions were also observed on the fracture surfaces. Self-organization of cracks emerges when the impact velocity reaches 260 m/s, while some special cracks whose ＂tips＂ are not sharp but arc and smooth, and without any evidence of deformation or adiabatic shear band were also observed on the impact end surfaces. Examination of the sections of these special cracks reveals that the cracks expand along the two maximum shear stress directions respectively, and finally intersect as a tridimensional ＂stagger ridge＂ structure.展开更多
文摘Test anxiety, which means individuals show excessive worry, nervousness and anxiety in examination contexts, is becoming a more and more common phenomenon. A moderate level of test anxiety will motivate students while a too high or too low level of test anxiety will influence students’ academic performance and their cognitive abilities. Most present researches are focused on secondary school students or on the final exam of a specific school. Few researches on college students and standard tests can be found. Therefore, the researcher took 255 college students as samples to investigate the test anxiety level of non-English majors, their attitudes towards different test tasks (ATDTT) and the correlation between them. The results of the research are as follows: Firstly, the students from non-English majors are at the lower of a moderate test anxiety level in CET-4 and there is no significant gender difference. Secondly, among the four sections in CET-4, students are most positive in writing, less positive in translation and reading, and the least positive in listening. Thirdly, students’ ATDTT in CET-4 are negatively correlated with total test anxiety, cognitive anxiety and emotional anxiety. The researcher hopes this research can offer some help to teachers and students in need.
文摘This paper is to investigate whether the CET-4 writing section has positive effect in terms of Communicative Language Testing.The questionnaire survey method is adopted to carry out the research to collect data.It is concluded that currently the CET-4 writing section has certain harmful effect upon English learning of college non-English major students.Further reforms and improvement from the perspective of communicative language testing concerning the scoring criteria and the design of the task should be the focus of the future.
文摘The paper discusses the ＂Writing Test＂ in College English Test - Band Four in two aspects. One is the design of the ＂Writing＂ form; the other is the scoring process. From the discussion the paper comes to a conclusion that the ＂Writing Test＂ in CET-4 should be reformed in two ways： the single style of the ＂Writing＂ structure should be changed to various styles in design, and the ＂global scoring＂ principle used in marking the writing should be changed to ＂local scoring＂. At last, the author suggests some ways of how to put the reforming into reality,
文摘This research made a comprehensive comparison on the listening test of the new CET-4 with the old one. Besides, by applying the schema theory, it also provides a series of new teaching methods which can be used to improve the quality of the college English listening courses' teaching and help students solve the problem in the news report section of the new CET-4.
文摘The thesis is mainly to analyze the reliability and validity of the reading part in the model test of CET 4 along with the types,purpose,source,and scoring.From the analysis,it is obvious that there are still disadvantages in the reliability and validity,thus,some suggestions are put forward to improve the quality of CET-4 and promote the teaching.
基金Project (51001014) supported by the Young Scientists Fund of the National Natural Science Foundation of China
文摘The dynamic fracture behaviors of Ti-6Al-4V alloy at high strain rate loading were investigated systemically through Taylor impact test, over the range of impact velocities from 145 m/s to 306 m/s. The critical impact velocity of fracture ranges from 217 m/s to 236 m/s. Smooth surfaces and ductile dimple areas were observed on the fracture surfaces. As the impact velocity reached 260 m/s, the serious melting regions were also observed on the fracture surfaces. Self-organization of cracks emerges when the impact velocity reaches 260 m/s, while some special cracks whose ＂tips＂ are not sharp but arc and smooth, and without any evidence of deformation or adiabatic shear band were also observed on the impact end surfaces. Examination of the sections of these special cracks reveals that the cracks expand along the two maximum shear stress directions respectively, and finally intersect as a tridimensional ＂stagger ridge＂ structure.
