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
In order to assess college students'overall language proficiency,a new format,banked cloze,is included in the revised CET-4.Based on the previous studies on banked cloze in China,this paper discusses on how to con...In order to assess college students'overall language proficiency,a new format,banked cloze,is included in the revised CET-4.Based on the previous studies on banked cloze in China,this paper discusses on how to construct highly valid CET-4 banked cloze in line with the revised CET Syllabus(2006).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In order to assess college students'overall language proficiency,a new format,banked cloze,is included in the revised CET-4.Based on the previous studies on banked cloze in China,this paper discusses on how to construct highly valid CET-4 banked cloze in line with the revised CET Syllabus(2006).
