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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-19编辑:lgg点击率:3816
论文字数:36200论文编号:org201407181121418921语种:英语 English地区:中国价格:$ 66
关键词:中考反拨效应初中教学current studymethodology
摘要:本文是英语教学论文,当前探究的目的是对比新旧 SHSEET.The washback will be examined, to determine how it has changed, and whetherthe changes are beneficial or negative in nature.
2.2 Language Testing
This section is concerned with various aspects of language testing. After defininglanguage testing, the classification, design, and evaluation of language testing will bediscussed in turn. This will provide necessary background knowledge forunderstanding the larger subject matter at hand. Certainly, nearly every teacher of every subject uses tests to know how much studentshave learned. Some subjects are easy to test, because the answers are clearly right orwrong. But language testing is not precise. The ability to produce a correct responsemay be measured, but not the amount of knowledge the test-taker has about thegrammar or lexical knowledge. The ability to understand spoken language is also notdirectly measurable, so testing that is imprecise. For various needs, there are four types of tests, each with its own characteristicsand conditions when it will produce the proper results. If used according totest-takers’ needs, and for the correct objectives, positive washback is possible.We can divide language testing into four categories, based on what the tests areintended to achieve. The categories are achievement, aptitude, diagnostic, andproficiency (Zhang, 2005). Achievement tests are based on the course work, and theymeasure the test-taker’s success in the course objectives. Aptitude tests measure thetest-taker’s potential to learn or acquire a skill. Diagnostic tests, which includeplacement tests, show the test-taker’s strengths and weaknesses, and this allowsindividuals with similar needs to be grouped together, and to provide teachers withguidance as to the class material that will require more or less emphasis. Proficiencytests measure the prior ability the test-taker has already gained in the language. Assuch, proficiency tests are not based on particular languages courses, but measure howmuch of the total skills in a language the test-taker has.
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Chapter 3 Methodology .........36
3.1 Research Questions ........36
3.2 Subjects ......36
3.3 Research Instruments .........36
3.3.1 Interview ....36
3.3.2 Questionnaire .........37
3.3.3 Classroom Observation ......37
3.4 Validity and Reliability ........38
3.5 Data Collection ........39
Chapter 4 Results and Discussion......40
4.1 Data Results and Analysis.......40
4.2 Discussions .....60
Chapter 5 Conclusion ......69
5.1 Main Findings ....69
5.2 Pedagogical Implications .....72
5.3 Limitations and Suggestions for Further Research ........73
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