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guage use task andtarget language use domain. A language use task is an activity that involves individuals inusing language for the purpose of achieving a particular goal. A target language use (TLU)domain is a set of specific tasks and their attendant settings that the test taker is likely toencounter outside of the test itself and that require language use (ibid, 1996, 58). Aframework of characteristic for describing language use tasks and test tasks was proposedby Bachman (1990) and is presented as follows: One important use of the task characteristics framework is creating a template fordescribing both a TLU situation and a test task in order to evaluate the degree to whichthese two tasks correspond to each other (Bachman & Palmer, 1996: 59). So thisframework can also be used to be a foundation for content validity studies.
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2.2 Empirical Studies on English Tests

2.2.1 Studies Abroad
Hale (1988) does a series of researches on TOEFL and he supposes students’professional field is consistent with their performance on the reading part of TOEFL. As aresult, it is proved that when they read the articles related to their own profession, thestudents of group anthropology & sociology and group biology & physics would do betterthan other kinds of articles. Though the sample is small, it still could prove that therelevance between students’ profession and reading content would determine theirperformance on reading[14]. Freedle and Kostin (1993) do some researches on theprediction about the difficulty of reading in TOEFL and find out that some characteristicsof items will predict the change of difficulty such as the sentence length. They also do thesame researches on GRE and SAT which draws the same conclusion[15]. In addition,Bachman, Davison, Lynch and Ryan (1989) conclude that nearly 70% of the variance indifficulties of the reading part in TOEFL could be related to grammar and academic andtopical content of reading subtest[16]. While, as to the study of Chinese exams abroad, onlyone study can be found, which is Ashmore’s research on TEM 8 (1996). In the study, heanalyses every item in the paper and makes a conclusion that TEM 8 mainly checks thelistening, reading comprehension, proof reading and writing of English majors in China,and the aim of this test is not only evaluating students’ English proficiency, but assessingthe teaching situation of English major. He also suggests spelling and spoken testingshould be added to TEM8 and test specification should be exploited too. In addition, heproposes that TEM8 can be used to test the people whose native language is English andthe exam score could be the Reference to the exam result of Chinese testees[17]
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Chapter Three Research Design.......13
3.1 Research Subjects .......13
3.2 Research Questions and Methods .......13
3.3 Research Instruments .......13
Chapter Four Data Collection and Discussion .......17
4.1 Characteristics of the Setting of NMET .......17
4.2 Characteristics of the Test Rubrics of NMET.......17
4.3 The Analysis of the Listening Comprehension....... 20
4.4 The Analysis of the Multiple Choice Part.......27
4.5 The Analysis of the Cloze ....... 29
4.6 The Analysis of the Reading Comprehension ....... 35
4.7 The Analysis of the Proof Reading ....... 42
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