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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-17编辑:lgg点击率:6050
论文字数:36200论文编号:org201404161240131959语种:英语 English地区:中国价格:$ 66
关键词:大学英语六级考试英语专业四级考试听写测试复合听写对比研究
摘要:As two variants of dictation, compound dictation in CET-6 and dictation inTEM4 obviously share something in common. Since some people say that CET-6 andTEM4 are about the same difficult, the author wonders which dictation of the twotests is more difficult and whether they measure similar listening abilities.
2.2 Approaches to Dictation
2.2.1 Dictation as a Test Method
As one of the oldest techniques known for testing progress in foreign languagelearning, dictation was used in the first language classroom and medieval scriptoriumas a way of publishing books in the beginning. In the 16thcentury, as certain groupsbegan the study of modern foreign languages, dictation came into use in secondlanguage teaching and learning (Stansfield, 1985: 121). From then on, dictation hasundergone both acclaim and criticism over the years.During the second half of 19thcentury, supporters of natural method stronglyrejected dictation as "this deplorable exercise is severely interdicted.... During thetime that he scribbles and blots on a page under dictation, he might assimilate it andread it over twenty times. Therefore we have no more corrections, no more recitationof lessons, no more dictation" (Guoin, 1894: 331).One of the proponents of dictation, Joynes (1900) advocated it as a usefulinstrument in language teaching and learning. He argued that the value of dictation"included not spelling only……but all that belongs to grammar, phrase, orsentence……all that is possible in composition or retranslation"(Joynes, 1900: 25). Inthe early 20thcentury, dictation began to appear in standardized modern language testsas people gradually accepted the idea that there should be some oral work in modernlanguage teaching. From this period until 1950s, dictation remained popular inlanguage teaching, advocated as a teaching and major evaluation activity byproponents of a range of different teaching methods, including thegrammar-translation method, the direct method, the reading method
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Chapter 3 Methodology of the Study.......19
3.1 Working Framework for Test Content Analysis ....19
3.2 Some Concepts Involved in Test Content Analysis.....20
3.2.1 Type-Token Ratio (TTR).........20
3.2.2 Lexical Density .....21
3.2.3 T-unit .........21
3.3 Construction of the Experiment ....22
3.3.1 Subjects .....22
3.3.2 Instruments......23
3.4 Administration of the Experiment.......23
3.5 Test Scoring.....24
Chapter 4 Task Characteristics Analysis ......25
4.1 Characteristics of the Test Rubrics......25
4.2 Characteristics of the Input .....26
4.2.1 Format of Texts .....26
4.2.2 Language of Input .......27
4.3 Characteristics of the Expected Response.......32
4.4 Summary .........32
Chapter 5 Experiment Result Analysis .........34
5.1 Test Results .....34
5.1.1 Statistics of the Scores.......34
5.1.2 Discussion of the Test Results.......39
5.2 Questionnaire Survey........40
Chapter 5 Experiment Result Analysis
5.1 Test Results
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