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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.

one hand, a large number of researchesattach overwhelmingly importance to the domestic tests, while insufficient researchesare made on the international tests like TOEFL and IELTS. On the other hand, variousas the research is upon testing validity and reliability, few have dealt with the validityof the LC subtests within the perspective of Bachman’s framework of Bachman’s TestMethod Facets (TMF) and Communicative Language Ability (CLA).Therefore, the study of the listening subtests from the new perspective is worthevery effort to conduct.

Chapter 2 Literature Review

2.1 Overview of TEM4, TEM8 and IELTS
The test battery of TEMs is composed of TEM4 and TEM8, obligatory for studentswho have finished their first two years’ studies and those who have reached theadvanced level. They are designed and marked by Shanghai International StudiesUniversity to assess English majors’ language ability in line of the teaching syllabusand to provide positive feedbacks for English teaching and learning.Students who have obtained 60 points and above (the full mark is 100) will beawarded a certificate by the Foreign Languages Teaching Institution of HigherEducation. With the points ranging from 60 to 69, they will receive the “PASS” level,70~79, “SATISFACTORY”, above 80, “EXCELLENT”.TEMs were first administrated in 1991. Over the decades, they have undergonegreat changes to meet the new requirement of the society for English talents.Accordingly, they revised the testing syllabus in 2004, reducing the weight on“language input”, that is the test of grammar and reading, increasing the proportion of“language production”, namely the tests of listening and writing. Tables 2.1-1 and2.1-2 show the revised format of TEM-4and TEM-8.
Table2.1-2 indicates that a subjective item, Mini-lecture is added in the listeningcomprehension compared with TEM4, testing students’ ability of multi-tasking.Furthermore, testing of grammar and vocabulary is substituted by culture-relatedknowledge and translation skills, corresponding to the requirement for the advancedlearners.IELTS is widely recognized as a reliable method of evaluating the languageabilities of candidates who need to study or work in English-speaking countries. Twoformats are available in IELTS: Academic Training and General Training. TheAcademic Test is generally set for those who intend to study in an English-speakingcountry for higher education, and admission to undergraduate and postgraduate coursesis actually based on the results of it. As for the General Training, it focuses on thebasic survival skills, typically for those who want to go abroad for secondary education,work experience or training programs.

Chapter 3 Theoretical Framework.......... 34-39
    3.1 Content validation......... 34
    3.2 Test method facets......... 34-38
        3.2.1 Testing environment......... 35
        3.2.2 Test rubric .........35-36
        3.2.3 Input and expected response .........36-37
        3.2.4 Relationship between input and respons......... 37-38
    3.3 Communicative language ability......... 38-39
Chapter 4 Methodology......... 39-43
    4.1 Subjects......... 39
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