英语论文网

摘要：This thesis is composed of six chapters. It begins with a general introduction ofthe whole thesis, including the research background, research significance, researchquestions and the layout of the thesis.

Chapter 1 Introduction

1.1 Research background
Test for English Majors, Band 4 (TEM4) and Test for English Majors, Band 8(TEM8) were first administrated in 1991 by the National Foreign Languages TeachingAdvisory Committee under the Ministry of Education, P. R. China to check theimplementation of the national teaching syllabus as well as to measure students’language competence in the real situation. They have been made compulsory forEnglish majors and regarded as a means to assess students’ language ability.Meanwhile, they serve as an important source of teaching feedback for Englishteaching. Moreover, they have even been considered as “stepping-stone” for graduatesto land a job and a benchmark for employers to select the potential employees.Therefore, having exerted immense influence on teaching and learning, they havegained increasing popularity in colleges and universities across China over thedecades.

1.1研究背景
由国家咨询委员会根据教育部外语教学，英语专业的测试，带4（TEM4）和英语专业八级（TEM8）的测试，在1991年第一次给药，中国公关。对全国教学大纲以及衡量学生的语文能力的真实情况。他们已作出强制forEnglish专业视为一种手段来评估学生的语言能力。同时，他们作为英语教学的教学反馈信息的一个重要来源。此外，他们甚至被视为“踏脚石”，为毕业生一份工作，并以此为基准，为雇主选择的潜在员工。因此，在教学和学习产生了巨大的影响力，他们已经获得了在过去的几十年里，中国各地高校的日益普及。

Compared with TEM4 and TEM8, the global test--International English LanguageTesting System (IELTS) is jointly managed by British Council, IDP: IELTS Australiaand the University of Cambridge ESOL Examinations. According to its official website, IELTS is delivered in more than 800 testing centres and locationsin over 130 countries. It is an internationally acknowledged English proficiency test,conforming to the theories of communicative teaching and testing, measuring the fourlanguage skills of listening, reading, writing and speaking of the non-native speakerswho will pursue further education or professional accreditation in the United Kingdom,Australia, New Zealand, Canada, etc. Since an increasing number of students areseeking opportunities to go abroad, IELTS accordingly has drawn more and moretest-sitters and the attention of the society. It has been considered, for instance, to besuperior to many large-scale tests and even an alternative for TEMs. In addition, its economic benefit can also be felt when the training centers spring up like fungi.
With these tremendous educational and economical impacts, it is not rare thatboth TEMs and IELTS have provoked numerous discussions from various perspectives,which can be categorized into the following three fields. The first one is the study ofwashback effects of TEMs and IELTS. Liu Yan (2005), Lin Jin (2007), Wang Min(2007) and Mi Le (2008) discussed the positive and negative influences of TEMs andIELTS on both teachers and students. The second field has focused on the comparativestudy of some high-stake tests. Wang Wei (2006), for instance, compared the listeningcomprehension tests of TOEFL and TEM4; Qiu Yinqing (2006) and Ma Jie (2006)compared TOEFL, IELTS with CET, analyzing the characteristics of each test. The lastfield, which also draws the most attention of the research, is the study of testingvalidity and reliability. Yang Huizhong and Weir (1998) studied the content validity ofCET4 and CET6 (1987-1995); Zou Shen (2005) conducted the study of validity ofTEMs; Wang Shunyu (2006) also focused his attention on validly of TEMs.
Comprehensive as the studies are, several shortcomings of those studies can stillbe detected from the above review. On the 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。