On Communicative Reading Testing of College English

Tests are indispensable in the teaching process. A good test can be used as a valuable teaching device. Reading is a major way of acquiring knowledge and it is one of the most important skills in English learning. Then how we can construct a good reading test is the focus for many language researchers. This paper discusses the communicative reading testing of college English and its backwash on teaching.

A Communicative Approach to Reading Comprehension Exercise Design-A Case Study of I Have a Dream

Reading competence is one of the basic skills of language acquisition.The teaching of reading skill has been attached great importance to in College English education in China.For decades,people have made efforts to improve the classroom teaching effects through various means,one of which is that of communicative approach.This paper attempts to explore the design of reading comprehension exercise through a case study in the light of communicative theory,thus providing an alternative to the conventional reading course teaching method.

Problems and Possible Solutions in Reading Comprehension Testing

The paper dealswith the problemsin reading testing papers. The author proposessome possible solutions, such ascov- ering more cognitive skillsbeing tested, increasing more text types, adding some other testing item types.

Some Methods of Improving the Ability of Doing Reading Comprehension Exercises in PRETCO-A

Practical English Test for Colleges (PRETCO) examination is very important to higher vocational college students. Reading comprehension section, moreover, is the key part in the examination because it, in some degree, influences the total score of the examination. In this passage, the author is to illustrate some reading methods to help the students master the spirit of reading comprehension and grasp the methods and strategy of then so that they could get high score in this part.

A Correlational Study of Junior College Students' Achievement Test and Reading Comprehension Test Based on Students' Interests

The present paper is a correlational study of Junior college students' achievement test and reading comprehension test based on students' interests.Through the case study,students' interests should raw much attention while teachers choose textbooks or teaching materials or design teaching plan.

On the Application of Relevance Theory to Reading Comprehension Test in PRETCO-A

Reading is a complex process of communication between writer and reader.Relevance theory proposes that communication is an ostensive-inferential process from the cognitive perspective.The thesis studies the English reading teaching approach for higher vocational students and applies it to the question type of reading comprehension test in PRETCO-A.It proposes three research questions in view of actual condition of teaching English reading.By the questionnaires and tests,the relevant data are collected,analyzed and discussed.Three research results are proved to be effective in reading teaching.

Reflection on the Final-term Intensive Reading Test in a Secondary Vocational School

This article begins with a brief description of a final-term intensive reading test for students in a secondary vocational school in Shaoxing;then it argues about the test's validity and reliability.Most significantly,it discusses the backwash effect of the textbook-based test in students' learning process.Finally,a conclusion is drawn that a final achievement test like this is valid,reliable and applicable to vocational students.Consequently,the textbook-based test is recommended for secondary vocational students(SVS)in their EFL learning.

中考英语阅读理解真题文本难度历时分析(2004—2023年)

中考英语阅读理解的文本难度控制是保证考试效度的关键环节。在义务教育课程改革及中考英语省级命题工作推进下,中考英语阅读理解真题文本难度演进特征尚待探究。本研究选取了2004至2023年的1200篇中考英语阅读理解真题文本,使用“阅读分级指难针”,分析义务教育理念推广期(2004—2011)、义务教育课标实施期(2012—2014)、核心素养期(2015—2020)及核心素养下的“双减”时期(2021—2023)中的文本难度、词汇难度、句法难度及其相关指标的历时变化,并探讨不同发展阶段和命题单位对其的影响。结果显示,中考英语阅读文本难度、词汇难度与句法难度的均值在3.46至3.62之间,处于中考级别的中等难度水平;文本长度、词汇覆盖率、限定性从属子句数量、复杂名词短语数量与非限定性动词短语数量的均值呈现不同发展轨迹。双因素方差分析结果显示,核心素养时期的中考英语阅读理解文本难度显著高于义务教育理念推广期及义务教育课标实施期。地市命题的文本难度与词汇难度值均显著高于省级命题,发展阶段与命题单位在文本长度上的交互效应显著。本研究在一定程度上反映了不同阶段中考命题理念的变化,为优化中考阅读命题和教学实践提供意见参考。

坚持立德树人导向凸显英语专业特色——2023年全国高等学校英语专业四级考试评析

全国高等学校英语专业四级考试作为英语专业基础阶段的教学检查类考试,对英语专业教学具有正向引导和积极反拨作用。本文通过分析2023年英语专业四级考试段落听写、阅读理解及综合写作三个部分在考查内容与形式上的特点,揭示了本次考试如何体现英语专业特色,如何考查我国高等学校英语专业基础阶段学生的英语基础知识、英语综合运用能力及文学赏析能力,并将育人导向融入试题之中。本文最后对英语专业四级考试的守正创新提出了建议。

大型标准化国际中文阅读测验认知诊断信息挖掘研究

本文以HSK(四级)阅读测验为例,对如何从大型标准化国际中文阅读测验中挖掘认知诊断信息进行了系统研究。研究结果显示,基于翔实的测验内容分析构建Q矩阵,并且在此基础上选择适用的诊断模型,能够从大型标准化国际中文阅读测验中成功挖掘认知诊断信息;HSK(四级)阅读测验考查了“句法分析”“语义命题构建”“信息查找”“推理”“简单语义关系构建”“复杂语义关系构建”六种子技能,学习者的子技能掌握模式较为分散,认知诊断分析能够明确指出个体的优势和劣势,在提示后续的补救方向上发挥较大作用。

融合释义与双向交互的成语阅读理解方法研究

中文成语有着独特的抽象语义。在机器阅读理解任务中,为了解决模型不能充分理解成语含义的问题,本文提出一种完形填空式匹配网络。匹配网络将成语与其词典释义以注意力交互的方式融入模型,使成语得到更好的向量表征,并且在段落与候选答案之间采用双向交互的策略。将匹配网络与语言模型(BERT、ERNIE等)相结合,本文设计出一个针对完形填空式阅读理解任务的模型。实验结果表明,该模型优于传统模型、SKER模型以及结合增强型全局注意力的BERT模型,在中文成语数据集CHID上达到77.0%的准确率。

EFFECTS OF TEXT TYPE AND TEST TYPE ON L2 READING COMPREHENSION TEST PERFORMANCE

This paper aims to investigate the effects of two components of test method facets — text type and test type on L2 reading comprehension test performance. The subjects are 30 non-English-major freshmen who were randomly chosen from among 150 candidates. It was found that: 1) the subjects perform significantly better in summary writing task for the narrative text than the expository one of the same difficulty level while in multiple-choice task the difference between performances for two text types is not significant; 2) for the same narrative text, summary writing task tends to elicit significantly better general test performance than the multiple-choice one while for the same expository text, there is no significant difference between the test performances elicited by the two tasks; 3)scores in the summary writing tasks for both texts are more widely distributed than those in the multiple choice ones.

基于认知诊断理论的国际中文阅读测验Q矩阵的构建

Q矩阵的合理构建是成功进行认知诊断分析的先决条件,然而对目前广泛存在的非诊断性大型标准化测验来说,确定Q矩阵是一项极具挑战性的工作,国际中文阅读测验也不例外。本研究以YCT(四级)阅读测验为例对大型标准化国际中文阅读测验Q矩阵的构建进行探讨。研究通过文献回顾和专家判断得到了测验所考查的子技能并初步构建Q矩阵,然后基于R-RUM模型的分析结果从量化角度对初始Q矩阵进行优化并检验。结果表明,YCT(四级)阅读测验考查了“词汇识别”“句法分析”“语义命题构建”“推理”四种子技能;通过质性分析和量化分析相结合的方法可以有效构建国际中文阅读测验Q矩阵,从而为后续的诊断分析打下良好的基础。

浙江省2017-2022年高考英语阅读理解命题素材文本难度分析

命题素材是阅读理解的基础,文本难度是影响命题质量的重要因素。本文以浙江省2017-2022年高考英语阅读理解文本为研究对象,运用自然语言处理工具Coh-Metrix和Python,从文本长度、易读度、词汇、语法和衔接5个层面34个指标对文本难度进行量化分析。研究发现,浙江省高考英语阅读理解命题素材文本难度总体持平,阅读理解命题素材文本难度无显著性差异,但在文本长度、句法和衔接等方面存在显著性差异。为提高命题质量,命题人员应利用自然语言处理工具,精准调控文本难度;建立阅读文本题库,力求保证试题等值性;教师开展阅读教学时应改变传统教学策略,着重提升阅读技巧;重视文本评析能力,着力培养学生高阶思维;巧用信息科学技术,精选改编阅读文本。

CONTENT VALIDITY STUDY ON READING COMPREHENSION TESTS OF NMET

Based on the framework of task characteristics' proposed by Bachman and Palmer (1999), this paper attempts to explore the characteristics and content validity of reading comprehension tests of NMET. By comparing and analyzing the data carefully, the author concludes that reading comprehension parts of NMET have well met the requirements in the two syllabi and have reached a high content validity. However, the author detects some weaknesses and puts forward some suggestions with the purposes for further improving and developing the future reading tests.

基于课程标准的2022年高考英语(天津卷)阅读理解试题内容效度分析

依据《课标》中课程内容和学业质量标准要求,以2022年天津市两次高考英语试卷为研究对象,从语篇输入和预期回答两个方面对高考英语阅读理解试题进行内容效度分析。研究表明,两次考试的阅读理解试题在文章长度和难度上相近,试题具体测试项目均符合《课标》要求,均对考生的语篇分析能力和思维能力提出了较高的要求。基于研究结果,为高中英语阅读教学提出关注语篇主题情境、培养学生语篇分析能力、融合思维能力的教学输入三方面建议。

可读性测试在高中英语中的应用——基于近三年(2020-2022)高考(全国卷I)阅读理解和新教材阅读语篇测试分析

2023年多个省份已确定使用全国新高考卷,新高考阅读理解分值权重增大,高中英语教学工作者将面对高中英语新教材阅读教学深度与高考阅读复习的难题。本文尝试利用可读性测试(ReadabilityTest)对2020至2022年的全国新高考卷I高考英语阅读语篇和高中英语新教材选择性必修第四册的阅读语篇进行了测试,对比研究发现,近三年的全国新高考卷I英语阅读理解语篇的难易度及各项阅读参数都高于新教材选择性必修第四册的阅读语篇,其对比研究对新教材英语阅读教学和高考阅读理解复习备考都有现实意义和指导作用。

LEARNING STRATEGIES AND THEIR RELATIONSHIP TO LEARNING ACHIEVEMENT IN READING COMPREHENSION——A REPORT ON NON-ENGLISH MAJORS IN CHINA

This paper reports on a study of the relationship between learning strategies and reading comprehension. To establish the variables, a learning strategies’ questionnaire was administered to about 200 students in the second-year of a non-English majors degree course in a university in Changchun. Their learning achievement was established by their scores on a reading comprehension test. The relationship between learning strategies and achievement was then examined through the SPSS 8.0 statistical analysis system. It was found that cognitive strategies were the strongest predictor to reading achievement and four other variables (metacognitive strategies, social-affective strategies, reading habits and examination strategies) also demonstrated a significant relationship with reading achievement to differing degrees. Among these variables, social-affective strategies were the only negative predictor. In addition, a significant difference existed between the high-score group and the low-score group in the use of cognitive strategies, metacognitive strategies and examination strategies.

2020-2022年新高考全国卷英语阅读理解的比较研究

高考英语阅读理解试题对高中英语阅读教学具有反拨作用。本文运用阅读指难针和语料库研究的方法,以2020-2022年新高考全国卷英语阅读理解试题为研究对象,通过对试题的词汇、句法和文本难度等方面进行分析与探究,展现了新高考全国卷英语阅读理解的命题特点。研究发现,2020-2022年新高考全国卷英语阅读理解试题在词汇、句法和文本难度等方面虽有细微差异,但难度把控较平稳。建议教师科学选取阅读语料,夯实基础语言知识;利用语料库工具与资源,提升阅读理解能力;开展指向核心素养的阅读活动,强化训练阅读技能。

初中英语阅读理解试题讲评策略研讨——以2022年福建省初中学业水平考试英语试题为例

阅读理解是英语中考试卷中的重要题型,学生阅读理解的答题情况直接影响着其中考英语成绩。要想学生在中考中取得较为理想的英语成绩,教师就必须设法提高学生的英语阅读理解能力。文章分析初中英语阅读理解试题讲评的难点,并结合具体案例,从课前用心评卷、明确教学重点,深入学生中间、保证教学效率,积累常见词汇、增加知识储备,重视长难句分析、提升阅读能力,及时归纳总结、巩固所学知识等方面,对初中英语阅读理解试题讲评策略进行探究。