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anguagetesting while others tend to divide it into two separate stages: integrative-sociolinguisticperiod and communicative period. Here we adopt the first view considering this time asonly one period, for the characteristics of language testing during this time are more orless the same and stay relatively steady. In this period, great emphasis is put on howlanguage is used in communication.

3. Theoretical Bases for the Comparative Analysis of IELTS............... 26-31
    3.1 Bachman's Framework of Test Method Facets ..............26-29
    3.2 Framework Used in This Research ..............29-31
4. The Comparative Study of IELTS and NETEM Reading Texts.............. 31-53
    4.1 Characteristics of the setting of IELTS and NETEM.............. 31-32
    4.2 Comparison of reading test rubrics of IELTS and NETEM.............. 32-33
    4.3 Comparison of the input of IELTS and NETEM ..............33-43
        4.3.1 Text forms ..............33-35
        4.3.2 Text length ..............35-37
        4.3.3 Sentence length ..............37-38
        4.3.4 Sentence types ..............38-40
        4.3.5 Topic.............. 40-42
        4.3.6 Genre ..............42-43
    4.4 Comparison of the Expected Response ..............43-51
    4.5 Comparison of the Relationship between.............. 51-53
5. Conclusion ..............53-57
    5.1 Summery of major findings.............. 53-54
    5.2 Implications and suggestions of the study.............. 54-56
5.3 Limitations and recommendations..............56-57

Conclusion

Although the author of this paper has racked her brain to make great efforts to makethe present study meaningful and comprehensive, it is still far from perfect. Severalaspects remain to be further improved and perfected.First of all, because of lack of human resource and time, only four years of NETEMand four tests of IELTS have been collected and analyzed. There is no doubt that themore analyzing materials there are, the more comprehensive and reliable the results are.Therefore, time permitting, further researchers can collect a wider range of materials tomaking the results more convincing and reliable.Moreover, although this study covers many specific characteristics of readingcomprehension of both NETEM and IELTS, yet it may lose some potential findings dueto the lack of testee's answer sheet and data of performance, which are kept to somespecified people or institute and hardly available to everyone. Therefore, if futureresearchers can get the information of testee's real performance and make a comparisonof candidates' expected response with the actual response, it would be much moremeaningflil and profound.
In addition, the present study only focuses on the reading comprehension part,excluding other parts of the whole test, which is not holistic. As we know the quality of atest is determined by all the parts in a test, hardly can we say a test is well orbadly-designed just 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。