Practical English test for higher vocational colleges is examining students learning effect, curriculum arrangement and teaching model rationality, and it is one of the important propositions in the study of English a...Practical English test for higher vocational colleges is examining students learning effect, curriculum arrangement and teaching model rationality, and it is one of the important propositions in the study of English application ability. In practical English test, concreteness, pertinence and practicability are emphasized. It is closely linked with the students＇ knowledge practice and attracts more attention from school teachers and students to a large extent. In the real interactive teaching and learning, the scores of higher vocational college students in practical English test are affected by many factors. In this paper, the factors affecting the ability of higher vocational college students in practical English test are discussed from teaching model, learning strategies, and the cultivation of the students＇ English comprehensive ability.展开更多
While Colleague English Tests (CET) have promoted the college English teaching, they have also led to the extension of test-oriented education and hindered students' capability in communication. To examine the val...While Colleague English Tests (CET) have promoted the college English teaching, they have also led to the extension of test-oriented education and hindered students' capability in communication. To examine the validity of CET Band Four, resumed tests were carried out in sampled students of Grade 2001 one year after they took CET-4 in December, 2002. The control class was examined with the original paper of CET-4 2002, while the treatment class was tested with the same paper in which the multiple-choice questions were all changed into the subjective ones. The test scores were processed by statistical analysis. The results showed that although there was no significant difference between the two classes in CET-4 scores, there was significant difference between them in their experimental test scores. The scores of the treatment class were significantly lower than that of the control class, which proves that CET cannot objectively reflect students' capability in communication, and thus its validity is low. To eliminate the negative backwash effect of CET, suggestions are put forward that CET be devised as a criterion-referenced test, frequency of the test be reduced, subjective questions be increased, and commercialization of the test be avoided.展开更多
This study was designed to investigate how college English teachers perceived the impact of College English Test Band 4(CET 4) on their curricular planning and instruction. Findings from this study indicate that CET 4...This study was designed to investigate how college English teachers perceived the impact of College English Test Band 4(CET 4) on their curricular planning and instruction. Findings from this study indicate that CET 4 has an influential impact on teachers' curricular planning and instruction. However, this washback influence is quite superficial, that is, the washback may influence what they teach but not how they teach. The findings were expected to provide different levels of educational parties with information about how curriculum standards and examination objectives might be interpreted. More importantly, the findings should contribute to bridging the gaps between the educational parties and ultimately lead to an improvement of CET 4 design and college English education.展开更多
文摘Practical English test for higher vocational colleges is examining students learning effect, curriculum arrangement and teaching model rationality, and it is one of the important propositions in the study of English application ability. In practical English test, concreteness, pertinence and practicability are emphasized. It is closely linked with the students＇ knowledge practice and attracts more attention from school teachers and students to a large extent. In the real interactive teaching and learning, the scores of higher vocational college students in practical English test are affected by many factors. In this paper, the factors affecting the ability of higher vocational college students in practical English test are discussed from teaching model, learning strategies, and the cultivation of the students＇ English comprehensive ability.
基金This article is a product of the research programsponsored by Beijing Education Committee .
文摘While Colleague English Tests (CET) have promoted the college English teaching, they have also led to the extension of test-oriented education and hindered students' capability in communication. To examine the validity of CET Band Four, resumed tests were carried out in sampled students of Grade 2001 one year after they took CET-4 in December, 2002. The control class was examined with the original paper of CET-4 2002, while the treatment class was tested with the same paper in which the multiple-choice questions were all changed into the subjective ones. The test scores were processed by statistical analysis. The results showed that although there was no significant difference between the two classes in CET-4 scores, there was significant difference between them in their experimental test scores. The scores of the treatment class were significantly lower than that of the control class, which proves that CET cannot objectively reflect students' capability in communication, and thus its validity is low. To eliminate the negative backwash effect of CET, suggestions are put forward that CET be devised as a criterion-referenced test, frequency of the test be reduced, subjective questions be increased, and commercialization of the test be avoided.
文摘This study was designed to investigate how college English teachers perceived the impact of College English Test Band 4(CET 4) on their curricular planning and instruction. Findings from this study indicate that CET 4 has an influential impact on teachers' curricular planning and instruction. However, this washback influence is quite superficial, that is, the washback may influence what they teach but not how they teach. The findings were expected to provide different levels of educational parties with information about how curriculum standards and examination objectives might be interpreted. More importantly, the findings should contribute to bridging the gaps between the educational parties and ultimately lead to an improvement of CET 4 design and college English education.
