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大学英语四六级测评口语测试门槛设置合理化研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-17编辑:lgg点击率:8935

论文字数:36900论文编号:org201405171151223213语种:中文 Chinese地区:中国价格:$ 33

关键词:大学英语四六级考试口语考试口语水平相关性合理性

摘要:Hypothesis Three If there must be some restrictions on taking CET-SET, then theListening Subset scores or the Writing Subtest scores, or the sum scores of the ListeningSubset and the Writing Subtest might be taken for reference.

Chapter One Introduction


1.1 Background of the Study
It was clearly stated in the College English Teaching Syllabus (1985) that one of thegoals of college English teaching is to develop the students’ primary speaking ability.[1]Since then the college English boarded on the way to cultivate the students’ oralcommunicative ability. The College English Teaching Syllabus has been revised for manytimes in order to meet the demand of the developing society. In the meantime, the aims ofthe college English teaching have been changed for many times. In the College EnglishTeaching Syllabus (1999), one of the goals of college English teaching is to develop thestudents’ certain speaking ability, rather than the primary speaking ability[2], as stated inthe College English Teaching Syllabus (1985). In 2004, the Ministry of Educationpromulgated The College English Curriculum Requirements (for Trial Implementation),which made many breakthroughs compared to the College English Teaching Syllabus(1999). In terms of the teaching goals, the statement “to cultivate the students’ readingability mainly” was replaced by the one that “to cultivate the students’ comprehensiveapplication ability, especially listening and speaking ability”[3]. Therefore, the importanceof the English oral communicative ability is fully reflected through the modification of thecollege English teaching goals. It is clearly stated in the Curriculum Requirements that theaims of college English teaching are to develop the students’ English synthesis applicationability, especially the ability to listen and speak so that they can communicate effectivelyin English in their future study, work and social life. The Curriculum Requirements statedthe speaking ability in three levels.
……………


1.2 Research Questions and Hypotheses
In order to promote the college English teaching and satisfy the demands of China’sreform and opening up policy, the CET Committee carried out a pilot test of the firstCollege English Test Spoken English Test (CET-SET) in eight national key universities onMay 29th, 1999, which was authorized by the Ministry of Education. The pilot test wascarried in order to testify the practicability, validity and reliability of the CET-SET. InNovember of the same year, the CET-SET was carried out in several universities inBeijing and Shanghai. The CET SET National Committee had done a number ofresearches in order to improve the assessment. The objectives of these researches includedthe process of test, test design, rating items, raters’ pre-test training and so on. Thereliability and validity of CET-SET have been verified thoroughly. Therefore it is safe tosay that CET-SET has developed into a scientific and systematic national assessment.The test-takers are required to take the former CET Band Six or Band Four, and scoreover 75 points in Band Six or 80 points in Band Four. As a matter of fact, however, only afew college students could attain the required mark at that time. In order to stimulate andtest more college students’ speaking ability, the CET Committee reduced the applicationrequirements in the year 2000. The minimum mark of CET Band Six was 75 points whilethe minimum mark of CET Band Four was 80. The CET Committee employed newscoring system and achievement report in June, 2005, since then the students could obtainthe qualifications for taking CET-SET if their CET scores are above 520 points in BandSix o论文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。

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