Based on the theoretical foundation of thematic progression construction, this paper introduces several common patterns of thematic progression and attempts to find applicability of patterns of thematic progression in...Based on the theoretical foundation of thematic progression construction, this paper introduces several common patterns of thematic progression and attempts to find applicability of patterns of thematic progression in the teaching of CET-4 argumentative writing from the perspective of discourse so as to show the implication of these patterns for the teaching of college English writing.展开更多
This qualitative research study attempts to discover the real thinking process of learners who are native Chinese speakers in Academic English Writing(AEW)through interviews.Introspecting an EFL learner’s thinking pr...This qualitative research study attempts to discover the real thinking process of learners who are native Chinese speakers in Academic English Writing(AEW)through interviews.Introspecting an EFL learner’s thinking process in English writing is based on two theories:critical period hypothesis and translanguaging.The results of the study indicate that translanguaging has a positive impact on the English CET-4 writing of learners who lack proficiency in English.For those learners who lack proficiency in the second language,translanguaging is an effective auxiliary tool for them to complete AEW.展开更多
CET-4 is a national standardized English proficiency test designed and developed by the National College English Ex⁃amination Committee.The purpose of the test is to accurately measure the comprehensive English applic...CET-4 is a national standardized English proficiency test designed and developed by the National College English Ex⁃amination Committee.The purpose of the test is to accurately measure the comprehensive English application ability of college stu⁃dents in China.The more important the test,the more obvious its backwash effect.With the increase of the proportion of subjective questions in CET-4,teachers should pay more attention to the transfer of skills and correct English expression while teaching the basic knowledge of English.In particular,the students in vocational and technical colleges are weak in English abilities,and their errors in translation are even more numerous and varied.Therefore,this study will analyze the translation errors produced by 200 vocational and technical college students in CET-4 of June 2019.By interviewing and investigating the students’actual situation of English learning,tips and proposals on backwash effect on teaching can be achieved.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
This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to prom...This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to promote the positive effects and diminish the negative ones. The study collected data from 181 college English learners, nine college English teachers and two CET-4 raters through interview, observation and documentary analysis. Findings indicate that CET-4 writing subtest produces more negative impacts than positive ones. Moreover, the findings also indicate that the washback of CET-4 writing is weakened by other sections of the test.展开更多
The aim of English writing is to test students' language proficiency.The State Education Commission regulates clearly that the result of CET-4 will be considered as Failure if candidates get 0 score in their writi...The aim of English writing is to test students' language proficiency.The State Education Commission regulates clearly that the result of CET-4 will be considered as Failure if candidates get 0 score in their writing part,regardless of scores from other parts of the paper.Therefore,the importance of writing cannot be ignored.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
As one of the world well-known high-stakes tests, CET-4 （College English Test Band 4） changed from being generally accepted to being widely questioned in the past 25 years. In spite of a series of reforms of CET-4, ...As one of the world well-known high-stakes tests, CET-4 （College English Test Band 4） changed from being generally accepted to being widely questioned in the past 25 years. In spite of a series of reforms of CET-4, the negative impact of CET-4 remains intense. Three main reasons are probed into here. Firstly, the objective of CET-4 is ambiguous. Secondly, the test objective does not accord with teaching objective. Finally, test contents do not match well with the practical language use. To improve the present passive state of CET-4, some suggestions are given.展开更多
文摘Based on the theoretical foundation of thematic progression construction, this paper introduces several common patterns of thematic progression and attempts to find applicability of patterns of thematic progression in the teaching of CET-4 argumentative writing from the perspective of discourse so as to show the implication of these patterns for the teaching of college English writing.
文摘This qualitative research study attempts to discover the real thinking process of learners who are native Chinese speakers in Academic English Writing(AEW)through interviews.Introspecting an EFL learner’s thinking process in English writing is based on two theories:critical period hypothesis and translanguaging.The results of the study indicate that translanguaging has a positive impact on the English CET-4 writing of learners who lack proficiency in English.For those learners who lack proficiency in the second language,translanguaging is an effective auxiliary tool for them to complete AEW.
文摘CET-4 is a national standardized English proficiency test designed and developed by the National College English Ex⁃amination Committee.The purpose of the test is to accurately measure the comprehensive English application ability of college stu⁃dents in China.The more important the test,the more obvious its backwash effect.With the increase of the proportion of subjective questions in CET-4,teachers should pay more attention to the transfer of skills and correct English expression while teaching the basic knowledge of English.In particular,the students in vocational and technical colleges are weak in English abilities,and their errors in translation are even more numerous and varied.Therefore,this study will analyze the translation errors produced by 200 vocational and technical college students in CET-4 of June 2019.By interviewing and investigating the students’actual situation of English learning,tips and proposals on backwash effect on teaching can be achieved.
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This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to promote the positive effects and diminish the negative ones. The study collected data from 181 college English learners, nine college English teachers and two CET-4 raters through interview, observation and documentary analysis. Findings indicate that CET-4 writing subtest produces more negative impacts than positive ones. Moreover, the findings also indicate that the washback of CET-4 writing is weakened by other sections of the test.
文摘The aim of English writing is to test students' language proficiency.The State Education Commission regulates clearly that the result of CET-4 will be considered as Failure if candidates get 0 score in their writing part,regardless of scores from other parts of the paper.Therefore,the importance of writing cannot be ignored.
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As one of the world well-known high-stakes tests, CET-4 （College English Test Band 4） changed from being generally accepted to being widely questioned in the past 25 years. In spite of a series of reforms of CET-4, the negative impact of CET-4 remains intense. Three main reasons are probed into here. Firstly, the objective of CET-4 is ambiguous. Secondly, the test objective does not accord with teaching objective. Finally, test contents do not match well with the practical language use. To improve the present passive state of CET-4, some suggestions are given.
