中国英语测试体系研究2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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Chapter 1 Introduction1

1.1 Educational Background1

1.1.1 The Streamline Approach(SA)2

1.1.2 Efforts Made under SA in China3

1.1.3 From the Teaching Syllabuses to the Curricular Standard4

1.2 Language Teaching and Testing7

1.2.1 Strevens'Model7

1.2.2 Clarification of Some Terms9

1.2.3 Testing Purposes10

1.2.4 Washback＆Impact13

1.3 The Status Quo of Language Teaching and Testing in Chinese Schools16

1.3.1 The Research Background17

1.3.2 Problems and Reflections18

1.3.3 Introduction of Some "State-of-the-art" EFL Graded Tests26

1.3.3.1 The Public English Test System(PETS)27

1.3.3.2 The Cambridge Young Learners English Tests(CYLET)29

1.3.3.3 The English Graded Tests in Shanghai(EGT)30

1.3.4 Comments on the Three Testing Provisions32

1.4 Purpose and Scope of the Present Study33

1.5 Layout of the Book35

1.6 Summary37

Chapter 2 Theoretical Explorations and Literature Review39

2.1 Introduction39

2.2 Variables in SLA40

2.2.1 Natural Route and Natural Rate40

2.2.2 Affective Variables41

2.2.3 Age Effects upon SLA43

2.2.4 The Critical Period Hypothesis(CPH)44

2.3 From Language Performance(LP)to Communicative Competence(CC)46

2.3.1 A Historical Sketch of CC47

2.3.1.1 Distinction between Competence and Performance47

2.3.1.2 Skills and Components Models of LP48

2.3.1.3 Hymes'Model of CC49

2.3.1.4 Others'Understanding of CC50

2.3.1.5 Canale and Swain's Model of CC51

2.3.2 Bachman's(1990)and Bachman＆Palmer's(1996)Models52

2.4 Variations in Language Testing58

2.4.1 Test Takers'Variables58

2.4.1.1 Demographic Data/Personal Characteristics59

2.4.1.2 Knowledge Schemata59

2.4.1.3 Affective Schemata60

2.4.1.4 Cognitive and Metacognitive Skills61

2.4.2 Test Method/Task Variables61

2.4.2.1 Setting or Testing Environment64

2.4.2.2 Test Rubric64

2.4.2.3 Input65

2.4.2.4 Expected Response65

2.4.2.5 Relationship between Input and Response66

2.5 Scoring Issues68

2.5.1 Categories of Scoring:Holistic＆Analytic69

2.5.2 Criterion-referencing(CR)and Norm-referencing(NR)70

2.6 Summary71

Chapter 3 Rationale for the SETS Framework73

3.1 Introduction73

3.2 Characteristics of Adolescent Language Learners74

3.2.1 Cognitive Differences among Children,Adolescents and Adults74

3.2.2 Theoretical Perspectives about Adolescent Thinking76

3.2.2.1 Piagetian Perspective76

3.2.2.2 Information-processing Perspective77

3.2.3 Personality Development Perspective78

3.2.4 Universals of and Particulars over Adolescence80

3.2.4.1 Commonalities of Adolescents80

3.2.4.2 Psychosocial Development of the Three Boundaries of Adolescence82

3.3 An Overview of the Streamline English Testing System(SETS)85

3.3.1 Characteristics of Chinese School Students85

3.3.2 A Sketch of the National English Curricular Standard(NECS)86

3.3.3 Bases and Characteristics of the SETS Framework91

3.4 General Principles Governing the SETS Framework93

3.4.1 An Overview of the Test Development93

3.4.2 General Guidelines for the SETS Framework95

3.5 Summary112

Chapter 4 Operationalization of the SETS Framework115

4.1 Introduction115

4.2 Description of the 3-phase Overall Framework116

4.2.1 The General Framework of the SETS116

4.2.2 Detailed Descriptions of the Construction Procedures120

4.3 Speaking133

4.3.1 The SETS Subframework for Testing of Speaking133

4.3.2 Discussions140

4.3.3 Sample Speaking Tasks144

4.4 Listening146

4.4.1 The SETS Subframework for Testing of Listening146

4.4.2 Discussions151

4.4.3 Sample Listening Tasks153

4.5 Reading157

4.5.1 The SETS Subframework for Testing of Reading157

4.5.2 Discussions163

4.5.3 Sample Reading Tasks166

4.6 Wriring171

4.6.1 The SETS Subframework for Testing of Writing171

4.6.2 Discussions177

4.6.3 Sample Writing Tasks180

4.7 Grammar and Vocabulary184

4.7.1 The SETS Subframework for Testing of Grammar and Vocabulary184

4.7.2 Discussions190

4.7.3 Sample Test Tasks192

4.8 Summary197

Chapter 5 Conclusion and Recommendations199

5.1 Introduction199

5.2 Recapitulation200

5.3 Evaluation of the Present Study202

5.3.1 Limitations of the Study202

5.3.2 Recommendations204

5.3.2.1 Establishing a Two-tied Assessment Scheme204

5.3.2.2 Integration with Tests in Colleges205

5.4 Summary206

Bibliography208

Appendix 1 A Questionnaire221

Appendix 2 The Questionnaire Takers225

Appendix 3 The National English Curricular Standard227