英语测试的理论与实践 pdf
英语测试理论与实践期末AC部分整理
Chapter 1Section A1.Why is Elle Woods considered diverse by Harvard Law School And why is Elle Woods admitted by Harvard Law School What can we learn from it about American cultureElle Woods is considered diverse by Harvard Law School because she’s a fashion major and her practices out of class are quite different from other students, who are usually politics, history or philosophy majors. Elle Woods was admitted by Harvard Law School mainly because they are looking for diverse students like Elle. From it, we can learn that American educational system encourages the development of , we can also realize that culture shapes people’s discourse and behaviors, which influences the communication between people.2.Discuss in groups the strengths and weaknesses of the American and Chinese education systems. Present your ideas to the whole class after your discussion.American education system emphasize that students should be diverse and take part in a lot of social practice, which contributes to the all-round development of students. However, American students usually lose in the competition with Chinese students because they don’t highlight the test skills. By contrast, Chinese education is a exam-oriented education, which put the exam at first. Therefore, Chinese students are often good at exam but lack experience of social practice and don’t know how to communicate with strangers.3.Why do Chinese and Americans develop different education systems What are the cultural factors underlying the differencesThe cultural difference generates the different education system between America and China. American culture is characteristic of opening and highlights social practice while Chinese culture is rigorous and highlights the role of parents and teachers. In this sense, students should respect for and obey their command and pay all attention to exam in terms of fierce competition.Section C1.Why did Zhao say ‘America is a good place, but it’s too dull’What can we learn about Chinese cultureWhen his son went to work, Zhao was quite lonely and didn’t have any friends. This kind of life was much different from his farming life in China, where he had many friends and neighbors around, talking, drinking tea and playing mabjongtogether during the leisure time. Chinese culture is a group-oriented culture, where people would like to interact with each other.2.Why did most Chinese families decide to grow vegetables instead of flowers on their land What can we learn about Chinese cultureChinese people are very diligent and thrifty. For them, it is wasteful to use land to raise flowers. Chinese culture which is characteristic of collectivism is a guideline that shapes Chinese behaviors.3.Culture is often compared to the ‘software’of people’mind. Cite the examples in this case to explain the sentence.When Zhao was in American, he was very lonely and had no friend. That summer was the happiest time for him because he could communicate with his friends. From this example, we can learn that culture governs people’s mind and determines whether they are happy or example is the choice of Chinese families to grow vegetables. From it, we can learn that culture governs people’s behavior and provides guidelines for what to do and what not to do.Chapter 2Section A1.In the movie, Jonathan wants to get Sara’s phone number, but their process of communication fails. What elements go wrong in this processWhen Sara gives her phone number to Jonathan, the paper is blown into a trash. Jonathan takes it as an accident, but Sara regards it as a sign of fate, which is telling her not to develop their relationship. Their different outlook to life causes the breakdown of the process of communication.2.In the movie, how many things does Sara do in order to test fate And what are they What do you think of these behaviorsThree things. The first one is that Sara asks Jonathan to write down his phone number on a $5 bill and spends the bill in a little grocery store. The second one is that she promises to write down her number inside a book and sell it to a used bookstore. The third one is that she asks Jonathan to get into a hotel with her and proposes that she and Jonathan pick the same floor in the lift randomly. I think Sara believes in fate and regard the fate as the foundation of feelings.3.A famous anthropologist once said that ‘Culture is communication andcommunication is culture.’ Do you agree Why or why notYes. Because people in different cultures have different contexts, which influence how they communicate. In this case, Sara with a belief of fate can’t communicate with Jonathan not believing fate very well. Furthermore communication may be culture, because people often communicate with each other will have the same interest, habits and beliefs, which create the new culture.Section C1.What the mode of communication favored by Asians What cultural values underlie itAsian people are very courteous and indirect in the communication. Because they emphasize group harmony, they ere tolerant when they are offended. These collectivism values, shaped by Confucian teachings, were spread from China to many Asian countries.2.What is the mode of communication favored by Westerners What cultural values underlie itWesterners are direct and frank in the communication. And they have s strong sense of protecting their own rights. Individualism values are the principles guiding their behaviors.3. 同上面3Chapter 3Section A1.In the hearing, why does Xu Datong invite John to be his lawyer although John is not familiar with family law What can you learn from it about Chinese cultureXu Datong invited John to be his lawyer because John was his best friend. In his opinion, Chinese usually ask their intimate relationship for help to solve some intractable problems as this kind of relationship will make more effort to help you. Hence, we know that China is a collectivism society and Chinese people usually emphasize interdependence and collective relations.2.Why doesn’t John defend Xu Datong in the hearing What can we learn from this about Chinese cultureFrom the photos, John spontaneously considered that Dennis was abused by his father,which was illegal in America. That's why John rejected to defend Xu Datong. From it, we can see that in America, people are attached importance to the truth and law rather than to the interpersonal relationship, which is the most obvious characteristic of an individualism society and is different from a collectivism society.3.Why does Xu Datong tell the judge he performed Guasha on Dennis What can we learn from this about Chinese cultureOn Chinese' view, the young man is the brace of a family and he should be responsible for the whole family. Although Dennis' injury was created by his grandfather in fact, Xu Datong realized that he should shoulder the responsibility according to Chinese traditional culture.4.Who shall we ask for help when we get into legal troubles, our relatives and friends or a lawyerI would like to ask the lawyers for help when I get into legal the one hand, lawyers understand the laws and regulations and they know how to use laws to debate while your friends or relations who are willing to help you are possibly not familiar to laws. In fact, lawyers are useful in dealing with legal troubles than your friends and relatives. On the other hand, the fact and evidence are more emphasized in modern society. When the justice judged the legal cases and make the verdicts, they will notice the evidence and truth rather than persons.Section C1.Could you understand why Mile called the police What can we learn about American culture and Chinese cultureMike called the police because his grandmother beat him which was forbidden in America. In China, 'beating' is a regular and popular way to educate children. It is a common sense. 'Beating' can date back to ancient Chinese education when the teachers gave serious punishment to students doing something wrong. In America, 'beating' is forbidden and illegal. Parents always use mild methods such as persuasion or suggestion to educate their American children realize their right to protect themselves, which is influenced by freedom and equality propagated by The Declaration of the Rights of Man and of the Citizens.2.Why couldn’t Xue Suling carry out her original plan of Chinese language teaching What can we learn Learning about American culture and Chinese cultureChinese is very difficult, especially in speaking and must have an environment of Chinese language and substantial , Mike and Xue Suling didn't have these conditions. In China, children’ s learning is manipulated by the teachers and parents and perhaps monitored for the whole day. In America, children should learnhow to be independent of their parents from the moment they are born. They arrange their own , Xue Suling can't carry out her original plan. From it, we could realize that American highlight individual rights, which is the same as other individualism countries and areas.Chapter 4Section A1.Discuss the image of the whale as a symbol of nature, and Captain Ahab’s attitude towards it.The whale is a symbol of the nature, is a concrete embodiment of the powerful nature. Nature is rich and generous, it is a treasure for humans, providing humans with food and clothes. If losing it, humans will die. Nature is also stingy, it never gives something to humans on its own initiative, humans rely on plundering(掠夺)it to get what they want. Captain Ahab is the representative of human. He is a person with strength and perseverance as well as craziness, selfish and arrogance. He fights against the whale parallel to the behavior that people conquer the nature. For him ,the mission is holy and historic. In fact, human are confused a question whether the nature is friend or enemy, but the conflict between human and nature is inevitable.Section C1.What can we learn about Mexican culture from the reward system of PAMEXFrom this case, we learn that the Mexican culture is reserved and group-oriented. It highlights the group harmony and interpersonal relationships.2.What can we learn about American culture from the reward system USAHPThe American culture is more individualistic, result-oriented and analytic.3.How do you explain the phenomenon in this case, applying the theory of the relationship between humans What cultural differences caused the resistance of the local staff in PAMEX after the acquisitionBecause of the radically cultural differences between the American management and the Mexican staff, it was a challenge for the American management to accept for the Mexican staff and pay attention to the fundamental values in human relationship under Mexican circumstances.4.If you were one of the managers from USAHP, concerning the local culture, what measures will you take to promote the motivation of the original staff in PAMEX If I was one of the managers from USAHP, I would like to respect and promote the culture and philosophy of the original staff in PAMEX. With the merge and acquisition, the culture clash became increasingly obvious. If the company wanted to manage the PAMEX and its employees, it should observe the original cultures. It should glorify and support that PAMEX promoted, rewarded and retained employees based on their loyalty to the firm and to their immediate supervisors, and oninterpersonal connections. Approving the cultures and customs of the original staff in PAMEX, they would be promoted to work hard and contribute to the company USAHP.Chapter 5Section C1.What can we learn from the first case Use Hofstede’s ‘Uncertainty avoidance’dimension to explain your answer.‘Uncertainty avoidance’ indicates how much a society feels threatened by ambiguous situations and tries to avoid them by providing rules, believing in absolute truths, and refusing to tolerate deviance. Some cultures, such as Greece, Portugal, Belgium, Japan and Spain are averse to the unknown. Such cultures emphasize uniformity and dislike deviance. Such cultures may be rather emotional in the process of gathering information. Foreign teachers need detailed instructions. They hope to reduce the ambiguity in their expectations for the working in China. Thus they turn to Chinese officials to tell them exactly their responsibility, rights, the regulations, the available facilities, the accommodations. Such information helps reduce the anxiety.2.If you are in America, what will you do to get a book you need What can we learn from this case Use Hofstede’s ‘individualism-collectivism’dimension to explain your answer.According to Hofstede’s research, collectivist cultures tend to be Asian and Latin American, while the individualistic cultures are North American and European. Collectivist cultures emphasize common interest, cooperation, conformity and inter-dependence. They have tight social framework, where people help each other. The in-group includes one’s family, relatives, acquaintances, friends, classmates and colleagues. In individualistic cultures, people highlight their own needs. They emphasize more ‘I’ than ‘we’. Thus, if an American wants to borrow a book from another library, he would directly consult the staff working at the library to see whether the library is available to him. Then, he will inquire the procedures for obtaining books from that library. He will not ask his friends for help. In China, however, one would first try to find someone he knows to help him.3.What does ‘friend’ mean to Chinese What does ‘friend’ mean to AmericansAccording to Hofstede’s research, America ranked in individualism worldwide. Americans respect other privacy and maintain certain distance. Even friends should try not to be very demanding. If friends ask for help, they should make their requests reasonable. While Chinese belong to community, so friends have a closer relationship. One encountering some troubles, wants his friend to help him. In China, friends are the people that one can depend on and trust.Chapter 6Section A1.Why is the meaning of ‘I like your sweater’ very clear in the WestIn the West, the meaning of the sentence ‘I like your sweater’ is very clear because of the low-context style of communication, in which most of the information in the communication is transmitted in the verbal speech.2.Why is the meaning of ‘I like your sweater’ very clear In Asian societiesIn Asian societies, the meaning of the ‘I like your sweater’is not clear because of the high-context style of communication, in which people may transmit a large amount information in the context rather than in verbal speech.3.What are the differences between Chinese and Western culture What are the differences between Chinese and Western languageChinese culture is a typical high-context culture in which people’s communication is indirect and tentative. Sometimes they don’t really mean what they say simply. Western culture is a low-context culture in which people’s communication is direct and frank. For example, if a westerner say that he likes the painting, he only express an appreciation while Chinese may mean he wants to have one.Section C1.Did my daughter really mean it when she refused her Filipino classmate’s offer What can we learn about the culture Use Hall’s culture context model to illustrate it.No, she didn’t really mean it. She wanted to have a hamburger very much. She refuse her classmate’s offer just because she was Chinese. She knew the hamburger was quite expensive, so she didn’t want to ask a favor of her classmate. If she had done so, she would have thought she had taken financial advantage of her classmate. Chinese culture is a typical high-context culture in which people’s communication is indirect and tentative. Sometimes they don’t really mean what they say simply.2.What makes the Filipino girl consider the invitation as genuine What can wen learn about her culture Use Hall’s culture context model to illustrate it.Generally, westerners consider an invitation as genuine if it makes a definite time, place and activity. In this case, all three criteria were very clear, so the Filipino girl considered the invitation as genuine, and very happy to accept it. She didn’t know her Chinese classmate extended the offer just out of courtesy. For people of low-context cultures, who adopt the direct and frank communication, they must pay attention to discerning the real intentions of those of high-context cultures.Chapter 7Section A1.Why Eliza was so bad in spite of her successful performance at the party.Eliza got better education performed well in order to lure Higgins who was her teacher and who she liked and expect his concern. However, Higgins ignored exhausted Eliza, only boasted to his friends and celebrated the success, which made Eliza frustrated. Furthermore, Eliza didn’t get ready for the success and was confused about the future.Section C1.Do you think it is necessary to rename the dragon as Chinese symbol WhyI think it is necessary to rename the dragon as Chinese symbol since the misunderstanding of the Chinese ancient totem 'dragon' has influenced the spread of Chinese culture. For Chinese view, dragon equivalent to emperor symbolizes royal and majesty which receive respect and honor. In western opinion, dragon represents a fearsome, threatening animal. If we want to make westerners have much knowledge of Chinese culture and the ancient totems especially dragon, a symbol for honesty, good fortune, and happiness in the minds of Chinese people, we are supposed to eliminate their prejudice and misunderstanding firstly. Therefore, renaming the dragon is an urgent affair and vital campaign which is associated with the China' s rebuilding the cultural system all over the world.2.Do other animals inspire different associations in China and Western countries Peacock also inspires different associations in China and Westerncountries. Chinese believe that the peacock is a symbol of auspicious festival, so people often describe the peacock as beautiful people or things. For example, the ancient Chinese have a love story "the peacock flies to southeast". The dancer Dao Meilan is famous for dancing "peacock dance", and is known as "peacock princess". Yang Liping dances a performance called the spirit of "sparrow" beautifully, which is full of praise.Ancient oracle character "Phoenix" has a bunch of beautiful pappus, a long and beautiful tail behind. The overall graphic is a picture of the peacock pictographic drawing completely. The peacock in China since ancient times is regarded as a kind of beauty, auspicious bird.Nevertheless the peacock in the western value has a reverse believe that the peacock is strutting when walking defiantly and often shows off its beauty by its tail, which is considered as 'proud' and 'vanity' in the west. So the peacock in the west has a derogatory sense. The second explanation of the 'peacock' in American Heritage Dictionary is a megalomania person given to self - display. For example, she strutted like a peacock, looking down her nose at everyone which demonstrates the woman was pride.Chapter 8Section A1.Is different social status the obstacle of true love or marriageThe different social status is the obstacle of true love and marriage. People with different status have different education and different kinds of friends. They have different communications,which create different value and outlook on life. At the same time, they have different interests and habits. If two people have many differences above, they will have controversy and disparity, which lead to disharmonious marriage.Section C1.Can you explain why Joe said, ‘While in China, I sometimes felt like a prisoner’ Because the itinerary arranged by Hong and her department without consulting with Joe was so tight that he had no free time to explore the city and the surrounding area on his own.2.Can you tell the differences between Chinese hospitality and American hospitality Chinese hospitality features that the host should arrange everything well for the visitor. In the story, Hong and the chair of her department met Joe at the airport, put him up in a nice hotel, arranged a big dinner for him for the evening and gave him the itinerary for the next few days. In fact, Hong spent much time making sure Joe's visit would go smoothly. Similarly, if the visitor comes to China for the first time, Chinese always devise all of the itinerary and require the visitor to complete the visit according to the itinerary. Furthermore, Chinese make these plans which leave no time for the visitor to conduct independently without inquiring the visitor. As the conclusion, the visitor who from other areas especially from western countries would feel grateful for everything at the beginning but annoyed and deprived because of the tight itinerary later.However, westerners prefer to suggest and inquire rather than to make the plans directly. If the visitor needs a guide, they are grateful and honored. Surely, they will ask what you like to go and when you want to get cracking on going there. On the contrary, if you want to enjoy a trip independently, they will respect you and merely suggest some interesting and worthwhile resorts, which makes you feel more relaxed. In brief, Chinese hospitality is enthusiastic but semi-compulsory while American hospitality is more appropriate and relaxing.Chapter 9Section Cdid the same advertisement succeed in France but fail in Saudi Arabia Why did the adapted version of the advertisement succeedEach culture has different understanding of touching. Americans, the English, Germans and Northern Europeans belong to low-touch cultures while Hispanics, people of Eastern European, Italians, the French, Arabs, and Jews are high-touch cultures. Whether considered to be high-or low-touch, defines for its members whom they can touch, as well as when and where they can cannot touch. For example, although the French and Arabs are considered high-touch cultures, the French culture permits a mutual directional touching between men and women while in Arabian cultures, the male do it much more than the female. In France, women touching men frequently is proper, but in Arab it seems that the female is too aggressive which gives a negative impression to the male. In the adapted version, the touching was reduced and neutralized. As a result, the picture in the ads implies that the man is so irresistible that the lady can’t help getting close to him in spite of her awareness of the cultural rule.3.What do you learn from Drakkar Noir’s storyIf we want a advertisement to be success in a nation, we should know about the nation’s culture. People raised in different culture would have different viewpoints,which decide whether your advertisement would lure consumers in the nation. In this case, the former advertisement failed because it didn’t follow the nation’s culture, especially the understanding of touching. Therefore, it didn’t lure consumers. However, after it investigated the culture and changed the picture, it succeeded.Chapter 10Section A1.The Indian and American concepts of ‘Time’ reflected in this movieAmericans regard time as a commodity, something to be used, bought, wasted, saved or spent. So they attach much importance to the efficiency of using time and like a fast pace of life. In India, relationship is far more important than schedules and efficiency. People live in a slower and relaxed way. In this movie, Todd is sent to India to get its MPI down from 15 minutes per call to 6. Todd thinks it is not realistic, and his fellow he meet in MacDonnell’s says ‘No way in India.’ By contrast, Puro, the Indian charger, regards an MPI of 12 is already satisfactory. Another point is that Americans are very specific about time, which is different from how Indians treat it. In this movie, Todd argues with Dave about the target MPI:should it be or something between and . However, when Todd asks Puro when the glass of his office will arrive, Puro says ‘It’s coming soon.’In fact, it finally comes three weeks later.Section Cyour opinion of the Director’s behavior How would you explain Katherine’s feeling to the DirectorThis case is about the culture difference in two different time system namely Monochronic Time and Polychronic Time. The Director follows a Polychronic culture which schedules several activities at the same time. He often breaks the appointments and is more subjected to interruptions. So it is natural for him to keep talking with a Chinese teacher when it is already five minutes past his appointment time with Katherine, and later tolerate interruptions during his talk with her. By contrast, Katherine follows a Monochronic Time system which schedules only one activity at one time, is very specific about the time and efficiency. In this sense, she could not cope with the Director’s conversation with others, especially in Chinese, during her appointment time. Although the Director has realized that his behavior may not seem polite to Katherine and even apologizes to her, his apology doesn’t compensate for her frustration.Chapter 11Section A1.How would you solve Martha’s problem if you were AlexI would communicate with my father firstly and ask him whether he can change his schedule. If he rejects, I would inquire Martha if she could change her time. If she doesn’t agree, I would consider redecorate the house and divide the house into two spaces or borrow much money from bank to buy a new larger house.Section Cwould you react to Wang Liang’s behavior Why did Wolfgang get angryThis case is about the cultural differences in the understanding of personal space. Some cultures do not give private, personal space high consideration. Sometimes, fifty Africans can crowd into the same amount of space that holds only twenty North Americans. The reason is that Africans’sense of personal space suffers no intrusion from crowding and touching. In this sense, Wang Liang, comes from Chinese culture, is not as sensitive about personal space as is his German colleague. He tends to respect for the physical boundaries of personal territory, but pays little attention to less visible invasion. In this sense, he never realize s that his behavior may be regarded as rude. By contrast, Wolfgang’s culture is more sensitive to privacy. The boundary of his personal territory can extend to personal items. Therefore, when he found Wang Liang was reading the newspaper without his permission, he felt an invasion of his private personal space.Chapter 13Section A1.What would you do if you were Viktor at such difficult timeIf I was Viktor, I would learn English at first, because it is a tool to communicate and get information, which is important for him in a strange country. Secondly, I would attempt to find a long-time job in order to survive. Thirdly, I would make friends in the country and often communicate with them and explore their behaviors. How they speak and behave rest on the local culture. My final aim is to realize local culture and integrate into the society, which makes me live better in the country. Section C1.Can you explain what is behind the culture shock the girl experiencedThere are two shocks. The first one is the difference in terms of study. There is much work in America than in France. In France, the courses cover a particular subject in depth, whereas in America the classes embrace a large range of topics, but more superficially. The classes are more alive than in France. The second one is the difference in terms of technology. The students in America have easier access to computers, allowing them to go to the web for research. In France, the majority do not have access to computers.2.Have you ever encountered any culture shock in your communication with your foreign teachers or foreign friendsForeign teachers often assign little homework, the majority of which is practical. Chinese teachers often assign much work, because they think the more we practice the more knowledge especially what in books we have a good command of. Furthermore,。
商务英语翻译测试理论与实践研究的开题报告
商务英语翻译测试理论与实践研究的开题报告题目：商务英语翻译测试理论与实践研究研究背景和意义：随着中国企业的国际化进程不断加快，商务英语翻译在跨文化交流中扮演着越来越重要的角色。
商务英语翻译测试则是对商务英语翻译能力进行评估和衡量的重要手段之一。
然而，当前商务英语翻译测试中存在一些问题，比如测试的科学性、客观性和有效性等。
因此，深入研究商务英语翻译测试的理论和实践价值非常重要。
研究目的和内容：本研究旨在研究商务英语翻译测试的理论和实践，探讨如何提高商务英语翻译测试的科学性、客观性和有效性。
具体研究内容包括：1. 商务英语翻译测试的理论体系：包括商务英语翻译测试的定义、特点、类型、步骤和评价标准等方面的内容。
2. 商务英语翻译测试的实践研究：通过收集和分析实际商务英语翻译测试数据，评估商务英语翻译测试的科学性、客观性和有效性，并提出改进方案。
3. 商务英语翻译测试的应用研究：研究商务英语翻译测试在企业跨文化交流中的应用，探讨如何利用商务英语翻译测试提高企业跨文化交流的效率和质量。
研究方法：本研究将采用文献研究、案例分析和实证研究方法。
其中，文献研究主要是通过查阅相关文献、书籍、论文等，收集商务英语翻译测试的理论和实践方面的研究成果；案例分析将对现有商务英语翻译测试的案例进行系统分析和比较；实证研究将通过对实际商务英语翻译测试数据的收集和分析，探讨商务英语翻译测试的实践问题，并提出改进方案。
研究预期成果：本研究的预期成果包括：1. 对商务英语翻译测试的理论进行深入分析和探讨，建立相对完整的商务英语翻译测试理论体系。
2. 对商务英语翻译测试的实践问题进行深入分析和研究，提出针对性的改进措施。
3. 探讨商务英语翻译测试在跨文化交流中的应用，为企业提供跨文化交流解决方案。
4. 发表学术论文和著作，为商务英语翻译测试的学术研究提供参考和借鉴。
翻译理论与实践智慧树知到答案章节测试2023年湖南中医药大学
第一章测试1.下列哪一项不属于英语静态体现的方法？A:动词(词组) 充当句子各种成分B:用名词代替形容词，构成标题式短语(名词连用和复合名词)C:动词的弱化与虚化D:用形容词或副词表达动词意义答案:A2.汉语遵循“从总述到分述”的顺序模式，英语则相反。
A:错B:对答案:A3. A country comes to the end when its government goes to corruption.这个句子体现了哪种英语结构顺序？A:从主观到客观B:从分述到总述C:从客观到主观D:从总述到分述答案:A4.在下列因素里，哪些因素导致译者翻译英文需花费较多时间选择恰当的词义。
A:词义的引申和扩展B:文化的因素C:一词多义D:词的结构答案:ABC5.翻译中需要考虑的因素有哪些？A:情感色彩B:文化因素C:修辞D:作品产生的时代背景答案:ABCD6.下列哪些模式适用于英语表达A:焦点后置模式B:焦点前置模式C:上下主从层级模式D:空间顺序模式答案:BCD7.下列哪一选项最符合翻译过程中迁就目标语表达模式?答案:C8.以下哪些句子体现了增词翻译原则中的修辞性增词：A:At thirty-five, she had first learned what it is to be a mother. “她到35岁的时候才生平第一次尝到做母亲的滋味。
”B:There has been too much publicity about the case. “那件案子已经搞得满城风雨，人尽皆知了。
”C:We couldn’t count on his rationality. “我们不能指望他会讲道理。
”D:A. “Sesame street” is popular among children. “芝麻街少儿频道再儿童中很受欢迎。
”答案:AB9.英语表达中，动词地位不平等是客观存在的事实，主要体现在A:过去分词结构B:不定式结构C:现在分词结构D:无动词结构答案:ABCD10.汉语结构中主语缺失是一种十分普遍的现象，而英语中是不允许存在的。
英语测试理论与方法pdf
英语测试理论与方法1. 引言英语作为全球通用的语言之一，在现代社会中具有重要地位。
为了准确评估和衡量个体对英语语言能力的掌握情况，英语测试成为一种常见的评估手段。
本文将介绍英语测试的理论与方法，以帮助读者更好地了解和应用英语测试。
2. 英语测试的重要性英语测试对于评估个体在听、说、读、写等语言技能方面的能力非常重要。
通过英语测试，可以客观地评估测试者在不同语言能力层面上的掌握情况，并作为决策制定者在英语教育、招聘、选拔等方面的参考依据。
3. 英语测试的理论基础英语测试的理论基础主要涉及以下几个方面：3.1 语言习得理论语言习得理论主要研究个体在语言学习过程中的认知、心理和社会因素。
其中，以斯金纳的行为主义理论、查尔斯‧奥斯汀的习得功能理论以及诺姆·乔姆斯基的生成文法理论为代表。
这些理论为英语测试提供了理论基础和指导。
3.2 测量理论测量理论主要研究如何设计有效的英语测试，以准确地测量和评估个体的英语语言能力。
常用的测量理论方法包括信度、效度、等级划分、测试评分等。
3.3 评价理论评价理论主要研究如何对英语测试结果进行分析和评价。
常用的评价方法包括评分标准、评估体系和诊断性评价等。
4. 英语测试的常用方法英语测试的常用方法包括口语测试、听力测试、阅读测试和写作测试等。
下面分别介绍这些方法的特点和应用场景：4.1 口语测试口语测试是衡量个体口头表达能力的重要手段。
常用的口语测试方法包括面试、短对话、演讲等。
口语测试主要针对个体的流利度、语音语调、词汇和语法运用能力进行评估。
4.2 听力测试听力测试是评估个体听取和理解英语语音的能力。
常用的听力测试方法包括听力理解题和听力填空题等。
听力测试主要考察个体对于不同语速、语调和语境下的英语材料的听取和理解能力。
4.3 阅读测试阅读测试是评估个体英语阅读理解能力的重要方式。
常用的阅读测试方法包括阅读理解题和阅读填空题等。
阅读测试主要考察个体对于不同主题、难度和长度的英语阅读材料的理解和应用能力。
高中英语学科核心素养评价量表的设计与运用——基于SOLO分类理论
高中英语学科核心素养评价量表的设计与运用基于*I J I分类理论宋德龙)江苏省常州市教育科学研究院#!"%##"*摘!要+形成具体的评价内容和标准是衡量学科核心素养目标达成的关键因素(确定测量要素#对接*I J I分类理论#设计出基于*I J I分类理论的学科核心素养评价量表(将其用于课堂教学和课程测评中#使得对学科核心素养的考查呈现出具体,有层级和可观察的特征(关键词+*I J I分类理论-学科核心素养评价量表-课堂教学-课程测评!!$普通高中英语课程标准)!#"&年版!#!#年修订*%指出#高中英语课程的具体目标是&培养和发展学生在接受高中英语教育后应具备的语言能力,文化意识,思维品质,学习能力等学科核心素养' -同时指出#基于英语学科核心素养的学业评价#&应根据学生学科核心素养发展的要求确定具体的评价内容与标准#形成教,学,评统一的有机评价体系' (也就是说#形成具体的评价内容和标准以及教,学,评统一的评价体系是衡量学科核心素养目标达成的关键因素(评价的目的是了解实施教学行为以后学生在学科核心素养各个方面的发展情况#以便为下一阶段的施教提供依据(这需要一个具体,有层级,可观察的评价量表(依据评价量表#教师可以判断学生在学习过程的某一阶段或某一时刻的学科核心素养发展状况#并据此在随后的施教过程中设计出目标明确,指向清晰的教学活动#帮助学生实现更加有效的学习(换言之#通过评价量表#教师能!中华人民共和国教育部)普通高中英语课程标准)!#"&年版!#!#年修订*2*3)北京+人民教育出版社#!#!#+'#+"(够将测评与教学有机统一#实现&教/学/评'一体化(一,评价量表的设计)一*确定测量要素英语学科核心素养包括语言能力,文化意识,思维品质和学习能力四个方面#这四个方面无法割裂#每一次教学行为对这四方面都有影响(因此#从评价的角度来看#评价量表中的每个考查层级也需要包含学科核心素养的四个维度(这就需要较为具体的测量元素(课程标准对于学科核心素养四要素的描述较为抽象#很难直接从其概念中获得评价量表中的具体测量内容#但课程标准同时指出#英语课程内容是发展学生英语学科核心素养的基础(梅德明,王蔷的解读认为#如果学生在面对复杂的跨文化情境或现实生活中的问题时#能够做到以下几点#就可以说学生已具有英语学科核心素养+")基于不同的情境#有效运用所学知识和听,说,读,写,看等技能#主动获取文化知识#深刻理解文化内涵#善于比较文化异同(!)通过分析概括,整合推断,批判评价各种问题或思想观点#吸收文化精华#有理有据地提出自己的观点#创造性地解决问题(%)在理解和交流的过程中#有效运用各种策略和方法#达到沟通与交流的目的#体现正确价值观和自尊,自信,自强的精神(这一解读将学科核心素养的表征与语言知识,语言技能,文化知识,学习策略等课程内容以及思维品质的不同方面相关联#提供了评价学科核心素养水平的可观察路径(因此#笔者认为学科核心素养评价量表的测量要素可以据此而定(具体而言#可以通过观察以下重点要素来体现+语言能力主要测量语言知识和语言技能-文化意识主要测量文化知识-思维品质可以观察学生在逻辑性)观察,比较,分析,推断,归纳,建构*,批判性)辨识,评价*和创造性)创新*等方面的思维水平-学习能力可以主要观察认知策略和元认知策略等()二*对接*I J I分类理论*I J I是*51K B5K1/6L5M/I N A/1O/PJ/012324I K5B6Q/的缩写#意为&可观察的学习结果的结构'#旨在通过可见的学习结果判断知识理解水平(运用*I J I分类理论#可以判断学生在回答某一具体问题时的思维处于哪一层级#具体可分为前结构,单点结构,多点结构,关联结构和抽象扩展结构五个层级#详见表"(表'!./0/分类理论的结构划分与内涵描述结构划分内涵描述前结构学生对所学知识几乎一无所知#几乎不能找到解决问题的思路单点结构学生能找到一个解决问题的思路#但就此止步#单凭一点论据就跳到答案上去多点结构学生找到了多个解决问题的思路#但未能把这些思路有机地整合起来关联结构学生找到了多个解决问题的思路#并且能够把这些思路结合起来思考抽象扩展结构学生能够对问题进行抽象的概括#从理论的高度来分析问题-而且能够深化问题#使问题本身的意义得到拓展!!*I J I分类理论将学生在完成任务过程中呈现的学习水平分成了由简单到复杂的结构#使其具有可观察,有层级的特点#这与评价量表的要求较为吻合(通过与前文所述指向学科核心素养四个方面的重点元素对接#可以设计出基于*I J I分类理论的学科核心素养评价量表#使得对学科核心素养的考查呈现出具体,有层级和可观察的特征()三*架构评价量表对学科核心素养的评价标准是确定教学是否帮助学生由前一水平到达了后一水平#即是否产生了水平增长(*I J I分类理论所述五个层级中的前结构状态#学生基本上无法理解问题和解决问题#不应该成为教学的目标和评价的标尺(鉴于此#在学科核心素养评价量表设计过程中#笔者依据*I J I分类理论的分类理念#设定了单维度结构层次)K23R A51K B5K10.*,多维度结构层次)Q K.53R A51K B5K10.*,关联结构层次)1/.053620.*和拓展结构层次)/S5/2P/P*四个层级#并结合上文所述测量维度和内容#架构起基于*I J I分类理论的学科核心素养评价量表)见表!*(量表中四个层级所体现的学科核心素养水平逐级提高#梯度清晰#同时语言能力,文化意识,思维品质和学习能力四个维度的测试指向具体,描述明确#在实践操作中#教师可以结合具体的教学与评价内容进行细化(二,评价量表的运用高中英语课程评价体现在课堂教学评价和课程测评两个方面#两者的目的都是考查学生在学科核心素养四个方面的达成程度#表(!基于./0/分类理论的学科核心素养评价量表层级划分学科核心素养维度及内涵描述语言能力文化意识思维品质学习能力层级一+单维度结构层次考查单维度的语言知识和语言技能考查单维度的文化知识考查低层次的思维品质#如定位,识别,查找,简单理解,简单反思等考查低层次的学习策略#如单一的认知策略或元认知策略等层级二+多维度结构层次考查多维度的语言知识和语言技能#但各维度知识和技能之间没有关联考查多维度的文化知识#但各维度知识之间没有关联考查稍高层次的思维品质#如简单比较,简单归纳等考查较高层次的学习策略#如多种认知策略和元认知策略#但不需要对各策略进行综合使用层级三+关联结构层次考查多维度的语言知识和语言技能#各维度知识和技能之间有关联考查多维度的文化知识#各维度知识之间有关联考查更高层次的思维品质#如整合,归纳,比较,推断等考查更高层次的学习策略#需要对多种策略进行综合使用层级四+拓展结构层次考查多维度的语言知识和语言技能#各维度知识和技能之间需有关联与整合考查多维度的文化知识#各维度知识之间有关联且需要整合考查最高层次的思维品质#如抽象,鉴赏,审美,评判与创造等考查最高层次的学习策略#需要对各策略进行综合评估#选用最佳方案因此#学科核心素养评价量表主要运用于这两个方面(相同的量表运用于教学和评价两端#也有利于实现教学与评价的一致性#增强评价对教学的促进作用()一*在教学中的运用学生的素养只有在问题情境或任务情境中才能表现出来(因此#用于课堂教学的评价量表需要体现在课堂教学过程中的问题设计或任务设计方面(问题和任务设计的质量影响着教师对学生学科核心素养所处层级的诊断#也会影响教学实施的效果(运用学科核心素养评价量表#可以有效设计出针对具体教学内容的课堂评价量表#以便达成上述目标(例如#在主题语境为&中国汉字'的英语教学中#笔者制订了相应的评价量表)如表%所示*#在层次分明的具体教学任务和问题中优化课堂教学对学生核心素养的培育(围绕&中国汉字'的主题意义的探究#这一评价量表设计出了一系列层级清晰,梯度明显,目标可观察的活动#使得教师在课堂教学评价方面有了明确的抓手#可以随时了解学生核心素养的发展状况(具体应用如下+导入环节#教学目标为+)"*激发学生的阅读兴趣-)!*激活相应语言图式(学习活动为+)"*观看一个关于汉字演变的视频#并结合课文旁的图片以及文章标题预测文章的话题以及内容-)!*头脑风暴#讨论与该话题相关的词汇(该环节#主要激活学生头脑中主表)!&中国汉字'英语教学评价量表层级语言能力文化意识思维品质学习能力层级一+单维度结构层次说出在汉朝时汉字是什么样的说出汉字与英语单词的某一个最明显的区别迅速查找文章的关键信息#比如谁在楷体的发展中贡献最大快速地找到文章第三段的主题句#并说明是怎么做到的层级二+多维度结构层次画出汉字发展的时间轴说出汉字对中国文化至少三个方面的影响归纳出汉字发展的总体趋势根据第五段内容概括主题大意#说明用了什么方法概括层级三+关联结构层次在比较的基础上说出汉字的篆体,隶书和楷体之间的异同点说出为什么现在的中国人仍然能读懂两千年前的汉字#而其他文明却不能推断一下#如果当年秦始皇没有统一六国#汉字的发展与实际会有什么不同本文没有标题#综合全文信息给出一个合适的标题#说明哪些因素可以帮助概括层级四+拓展结构层次向一位外国朋友介绍中国汉字#并说明需要选取的信息和用到的方法了解中国汉字和西方文字的发展趋势#说明中国汉字对全球文化发展的重要影响用一篇"'#词的短文论述汉字在中华文明发展过程中的作用说明本文作者所采用的文体和手法中#哪些方面需要改进题语境的相关知识结构#对应单维度结构层次的核心素养要求(学习理解和运用实践类活动中#教学目标为+)"*获取文本主要信息并对信息进行结构化处理-)!*能够用扫读技巧找出文本的中心思想-)%*熟悉并掌握说明性文章的语言特征和组织结构-),*整合和内化所获得的语言和信息(学习活动为+)"*阅读文章#梳理信息#理清结构#画出汉字发展的时间轴-)!*简述汉字的影响并分析其原因-)%*找出每一部分的中心思想#分析语篇文本特征-),*在创设的新情境中复习和内化文本信息和语言(对应评价量表的相关表述#学生的核心素养从单维度结构到多维度结构再向关联结构推进(迁移创新类活动中#教学目标为+)"*能够通过观察语言和文化的发展#客观分析,辩证思考事物发展的因果关系-)!*主动思考未来汉字在全球范围内的发展与使用#树立中华文化自觉#坚定文化自信(学习活动为+)"*讨论中国汉字对全球文化的发展是否有重要影响-)!*尝试向一位外国朋友介绍中国汉字(核心素养层次从多维度结构和关联结构向拓展结构推进(上述教学设计中#学生读前,读中和读后的所有学习活动与评价量表中的元素紧密相关#教学目标与学科核心素养的培养层级关联清晰#评价与教学呈现了一体化特征()二*在测评中的运用学科核心素养评价量表可以在课堂教学中发挥作用#也可以在包括高考和学业水平测试在内的各种形式的测评中发挥作用#提高测评的效度#并通过达成&教/学/评'一体化#提高培养学生学科核心素养的有效性(通常情况下#一次测评中#学科核心素养评价量表中四个层级的考查需要通过输入和输出两种测试形式来加以覆盖#尤其是第四层级)拓展结构层次*#更多地体现在输出类题目中(为了命制有效的测评试卷#根据测试的总体目的#每道试题的测试层级要定位清晰#以便整体上命制出一套合理统筹覆盖度,难度,区分度的测评试卷#增加测试的信度和效度(要想达成这样的目的#首先需要测评者具有分析和评估试题的能力(下面以!#!#年新高考全国 卷的阅读T篇)涵盖前三个层级*和写作)体现第四层级*为例#说明如何依据学科核心素养评价量表对试题加以科学分析(!#!#年新高考全国 卷阅读T篇讲述了一位女士>/223L/1依靠自己的意志力克服困难,坚持学习#成为家族中第一个获得学位的人的故事#所设置的四道题涉及单维度结构,多维度结构和关联结构层次#分析如下+第"题问的是>/223L/1高中毕业以后做了什么#答案为*M/A K U U615/PM/1A/.L5M16K4M B6../4/(文章第二段有清晰且唯一的信息&D L5/1M34MA B M66.#>/223L/1055/2P/P0.6B0. 5/B M23B0.B6../4/#761V32456U0W M/15K35362# N/B0K A/5M/1/70A26/S510Q62/W A/50A3P/L610B6../4//P K B05362)'#能帮助学生获得答案(语言知识,文化知识,语言技能,思维品质和学习策略均只需第一层级#因此此题是单维度结构层次的考查(第!题&X M W P3P>/223L/1B M66A/5M/ U16410Q05:323A51W*0325>6A/U M Y A86A U350.32:01A M L3/.P.'是信息查找类型(文本第三段有四句话都指向这一信息#每句话都能帮助学生获得正确答案&5650V/B01/6L M/1V3P A/0A3.W'#所用语言知识和文化知识是多维度的#但不需要有关联#语言技能都是在获取信息层面#思维品质和学习策略只考查了简单比较和归纳层面#因此属于多维度结构层次(第%题也考查了第一层级的核心素养#即单维度结构层次#题目为&X M05P3P>/223L/1A0B13L3B/560B M3/O/M/1460..'(学生只需看懂一句话&>/223L/1A0B13L3B/P560B M3/O/M/1460.#43O324K U Q02W234M5A735M M/1V3P A02P Q3A A3243Q U615025/O/25A56 A5K P W)'即可获得答案&M/153Q/735ML0Q3.W'(第,题属于推理判断题#题目问的是&X M05B027/./012L16Q>/223L/1Y A A561W.'(学生需要发现文中多处信息#如>/223L/1M0A2//P/P Q61/73..U67/15M025M/5W U3B0. B6../4/A5K P/25A,761V32456U0W M/15K35362,43O324K U Q02W234M5A735ML0Q3.W等#明白其中蕴含的语言知识和文化知识#采用归纳,整合和推断的思维手段和较高层次的认知策略才能得出答案&M01P761V U0W A6L L'(因此#此题考查到了核心素养的第三层级#即关联结构(!#!#年新高考全国 卷写作部分有两节#第一节让学生写一篇报道#属于应用文写作#内容是上周日学校举办的'公里越野赛跑活动#包括参加人员,跑步路线,活动反响等信息(第二节是读后续写#要求学生阅读一份英语材料#再根据所给段落开头语续写两段#使之构成一篇完整的短文(两节均指向拓展结构层次(首先#在语言能力方面#考查了多维度语言知识和语言技能#并且需要对各种技能和知识进行关联和整合(具体表现在+)"*应用文写作中新闻报道,读后续写中记叙文的文体等知识-)!*根据表达目的选择适当的语篇类型#根据表达的需要选择词汇和语法结构#选择符合交际场合和交际对象身份的语言形式等技能-)%*第二节阅读和写作两种语言技能的融合(其次#在文化意识方面#考查了多维度的文化知识#体现在+)"*两种语言之间本身就有文化差异-)!*应用文写作中要有坚持体育锻炼的文化价值观#读后续写中要有助人为乐,回馈社会等正确文化价值观(不仅如此#学生必须将上述文化知识和观念进行关联#才能创造出优秀的新语篇(再次#在思维品质方面#考查了最高层次的思维品质#如读后续写中#学生需要对所给材料进行鉴赏和评判#了解其语言特征#这样才能写出风格一致的续文-应用文写作中要求学生自主撰写活动反响#读后续写中学生需要自主进行主题设定,情节构思等思维活动#这些都需要极强的批判性思维和创造性思维品质(最后#在学习能力方面#考查了最高层次的学习策略#体现在+)"*学生需要根据主题表达的需要#列出主要信息#组织基本信息结构-)!*学生需要利用语篇衔接手段#有逻辑地组织信息-学生需要利用构思,谋篇布局,起草,修改,编辑等手段创建和完善文本)以上为高层次的认知策略*-)%*学生还需要及时发现写作中的问题#善于分析成因#制订切合实际的目标#并根据目标监控计划的实施过程和效果#及时调整自己的目标与计划#以保证写作过程的顺利进行)以上为元认知策略*(综合以上几个方面的分析结果#可以确定#!#!#年英语新高考全国 卷写作部分考查了学生学科核心素养的拓展结构层次(上述案例说明了基于*I J I分类理论的学科核心素养评价量表在分析高考卷阅读和写作中的运用(依照同样的方式#可以对试卷其他各题都作出界定#此处不再一一举例(通过对该试卷的分析#笔者发现#高考试题命制者在四个核心素养的不同层级上做了有效分布#保证了覆盖面#兼顾到与以往试卷的难度,区分度,信度和效度相对一致#体现高考测评的科学性和稳定性(在平时的课程测评试题命制过程中#教师也可以运用学科核心素养评价量表进行合理规划#以便准确测定学生的核心素养水平状况#并根据测试结果分析#有针对性地调整后续教学(当然#在平时的课程测评中#测评题目的方式可以多样化#不一定完全参照高考试题形式-同时#要注重测评和课堂教学的协作性#通过学科核心素养评价量表进行教学设计和课堂评价#再基于同样的量表设计测评项目#并对测评结果进行分析#再根据分析结果进行后续教学#通过&教学/测评/分析/再教学'的路径#达成&教/学/评'一体化#扎实有效地培育学生的学科核心素养(仍以&中国汉字'教学案例为例#在依据学科核心素养评价量表实施了课堂教学以后#依据同样的量表#笔者设计了相关联的测评项目(首先#根据核心素养评价量表设计了测试细目表#对每个试题的核心素养考查情况进行了标注#从而对测试目标,测试内容,内容难度等进行预设(测评方式多样#有语篇阅读#也有写作#涵盖输入和输出等多种题型(预设难度系数为#)&#因此#学科核心素养评价量表中的每个层级所占比例分别为%#E#%#E#!'E和"'E#呈现层级越高,占比越少的分布样态(其次#测评结束以后#依据学科核心素养评价量表#笔者通过对每道题的核心素养考查层级的分析#得出了该试卷的整体特征#并据此对学生核心素养水平进行了判断(本次测试每个层级的实测得分率分别为+!G%E,&"G"E,'+G'E和'(G%E#这样的数据有效地帮助笔者发现了学生在学科核心素养方面存在的重点问题#即学生在抽象拓展结构层次#也就是书面表达方面亟须加强#因为这一项占比%#E#但得分率却最低#只有'(G%E(同时#关联结构层次对应的是试卷中能力要求较高的题目#主要体现为对语篇层面综合,推理等方面的高阶能力#但得分率只有'+G'E#说明这也是在后续教学中需要重点强化的方面(另外#有几个本属于单维度结构和多维度结构层次的考题#但得分结果也不够令人满意#需进一步在教学中加以补偿强化(最后#根据这样的测评结果#笔者进行了有针对性的教学#比如#加强了写作和策略指导#对推理,归纳等高层次语篇能力加以关注#对学生个体当中存在的结构性问题进行一对一分析与指导等#提高了教学的针对性和有效性(三,结语学业质量标准是指基础教育阶段的学生在完成各学段教育或者结束基础教育阶段时应该具备的各种基本素养#以及在这些素养上应该达到的具体水平的明确界定和描述(笔者认为#&明确界定和描述'需要合适的评价工具#这正是学科核心素养评价量表所要达成的目标(依据基于*I J I分类理论的学科核心素养评价量表进行教学与测度评价#有助于改善英语教学#诊断教学成效#提高学习效率#达成教,学,评的一体化协作#最终实现提升学生学科核心素养的目标(参考文献+2"3约翰6T)彼格斯#凯文6Z)科利斯)学习质量评价+*I J I分类理论)可观察的学习成果结构*2:3)高凌飚#张洪岩#译)北京+人民教育出版社#!#"#)2!3梅德明#王蔷)普通高中英语课程标准)!#"&年版!#!#年修订*解读2:3)北京+高等教育出版社#!#!#)2%3杨向东)基础教育学业质量标准的研制2>3)全球教育展望#!#"!)'*)。
教育教研论文常用参考书目
参考书目陈琳，2001，小学开设英语课会加重学生负担吗？《光明日报》教育周刊（2月8日）。
程慕胜，2001，小学英语不宜用国际音标，《光明日报》教育周刊（4月5日）。
程晓堂，2002，《英语教材分析与设计》，北京：外语教学与研究出版社。
程晓堂，郑敏，2002，《英语学习策略》，北京：外语教学与研究出版社。
韩宝成，2002，《英语测试词典》导读，In A. Davies et al, Dictionary of Language Testing. Beijing: Foreign Language Teaching and Research Press.郝小梅，2001，从教与学的互动看语言课堂教学，《中小学英语活页文选》（12），北京：人民教育出版社。
何安平，2001，《外语教学大纲·教材·课堂教学设计与评估》，广州：广东教育出版社。
胡春洞，2001，小学英语教学要科学，《光明日报》教育周刊（2月22日）。
黄远振，2003，《新课程英语教与学》，福州：福建教育出版社。
李静纯，2000，《语言教师行动研究》导读，见Wallace 1998年原著Action Research for Language Teachers，北京：人民教育出版社/外语教学与研究出版社。
李艳，2006，开展合作学习，注重能力培养，《21st Century—教育周刊》（9月18日）教研专版第I版。
刘道义，2001，小学开外语步子要稳妥，《光明日报》教育周刊（2月15日）。
刘润清，1999年，《论大学英语教学》，北京：外语教学与研究出版社。
刘润清，2004，《英语教育研究》，北京：外语教学与研究出版社。
刘润清，韩宝成，2000，《语言测试和他的方法》(修订版)，北京：外语教学与研究出版社。
鲁迅，1973，祝福，见复旦大学和上海师范大学中文系选编，《鲁迅小说诗歌散文选》，上海：上海人民出版社。
罗少茜，2001，语言哲学和语言魅力，《中小学外语教研通讯》第4期，第1-3页。
《3 英语测试理论及方法》课程教学大纲范文
《英语测试学》课程教学大纲课程编码：学分：2 总学时：34说明【课程性质】《英语测试理论及方法》为英语专业的专业核心课程。
【教学目的】通过对考试流程中主要环节的介绍和演示，让学生了解语言测试的基本理论及具体操作方法，以便使他们在未来教学实践中提高命题水平和考试质量。
【教学任务】在介绍国内外语言测试领域最新理论研究及实践的基础上，结合我国英语教学实际及学习特点，让学生了解语言测试流程中的诸多环节，如考试的宏观，微观功能，考试总体设计，掌握单项语言能力/技能的测试方法，包括命题，施考，考试分析及考试信息反馈。
【教学内容】英语测试概述、考试功能及其类别、考试要素、考试规范的制定、测试评估手段及其功能、阅读测试、写作测试、听力测试、口语测试、试卷设计与施考事项、考试成绩反馈、考试成绩分析(1) 、考试成绩分析(2) 、【教学原则和方法】教学原则：本教材使用主要体现以人为本的思路，采取启发式教育方法，鼓励学生积极思考，在学习过程中发现和解决问题。
教学方法：讲授与讨论实践相结合。
【先修课程要求】本课程要求学生先修语言学基本理论【学时分配】本课程在第七学期开设，共一学期，每周2学时，共36学时。
【教材与主要参考书】教材: 《简明英语测试教程》，邹申，高等教育出版社, 2011年, 第三版。
参考书: [1]《英语语言测试》,邹申, 上海外语教育出版社，2000。
[2]《语言测试和它的方法》, 刘润清, 外语教学与研究出版社，1991。
大纲内容第一部分英语测试概述【教学目的和要求】教学目的：了解语言测试的基本理论及近些年测试方面的发展动态，在教学中正确，恰当地使用测试。
教学要求：掌握语言测试的基本理论。
【内容提要】第一节一、四种英语语言测试法二、近20年的发展动态三、当代国内外大规模考试一览【教学重点与难点问题】教学重点：四种英语语言测试法教学难点：语言测试的基本理论【复习思考题】1.英语测试领域里是否有不同的语言测试法?2.在过去20年中英语语言测试界所关注的热点有那些?第二部分考试功能及其类别【教学目的和要求】教学目的：关注考试广义上的作用和意义。
参考文献——精选推荐
参考文献A. 兹维金采夫《普通语言学纲要》（伍铁平等译），北京：商务印书馆，1981。
巴尔特《符号学美学》（董学文译），沈阳：辽宁人民出版社，1987。
陈建东《试论格莱斯的会话含义学说》，《东北师大学报（哲学社会科学版）》，1995（2）。
戴炜栋张红玲《外语交际中的文化迁移及其对外语教改的启示》，《外语界》，2000（2）。
邓道宣《任务型语言教学论》乐山师范学院学报，2004（10）。
邓媛，阳志清《听者因素在二语听力理解中的作用》[J]，外语电化教学，2004（2）。
方梦之《英语科技文体：范式与应用》［M］，上海：上海外语教育出版社,1998。
甘文平《中国大学师生英语语用能力的调查与分析—兼评《大学英语听力》教材修改版》，《西安外国语学院学报》，2001（3）。
高树钦范献辉《从违反合作原则看会话含义》，《科技信息（高校讲台）》，2007（5）。
桂诗春《应用语言学》，长沙：湖南教育出版社，1988。
桂诗春等《语言学方法论》，北京：外语教学与研究出版社，1997。
顾嘉祖《文化与交际》［C］，上海：上海外语教育出版社，2002。
何自然陈新仁《当代语用学》，北京：外语教学与研究出版社，2002。
何自然《语用学与英语学习》，上海：上海外语教育出版社，1997。
何自然阎庄《中国学生在英语交际中的语用失误---汉英语用差异调查》，《外语教学与研究》，1986（3）。
胡中锋李方《教育测量与评价》，广东高等教育出版社，2004。
胡壮麟《系统功能语法》长沙：湖南教育出版社，1989。
胡壮麟《语言学教程》，北京：北京大学出版社，2001。
华惠芳《阅读理解中的知识提取和信息加工》[J]，外语界，2001 （1）：41-44付凤文《分阶段听力教学》[J]，国外外语教学，2002（2）：35-37黄国文《交际能力与交际语言教学》，现代外语，1993。
黄慧《建构主义视角下的大学英语语法教学研究》，[博士学位论文]上海外国语大学，2007。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
英语测试的理论与实践
1. 引言
英语测试是评估学习者英语语言能力的一种重要方式。
随着全球化的发展，英
语作为一门国际性的语言，被广泛应用于各个领域。
因此，对于英语测试的理论和实践研究具有重要意义。
本文将探讨英语测试的理论基础、测试方法和实践经验，并介绍其在教育和职业行业中的应用。
2. 英语测试的理论基础
2.1. 传统语言测试理论
传统语言测试理论主要基于行为主义和结构主义的观点，强调测试对象对于已
学知识的掌握程度。
常用的测试方法包括选择题、填空题和翻译题等，通过这些题型来评估学习者的语法、词汇和阅读理解能力。
2.2. 社会交际语言测试理论
社会交际语言测试理论强调对学习者在真实交际情境中运用语言的能力进行评估。
这种方法关注学习者的听、说、读、写综合能力，注重语言交际的真实性和有效性。
2.3. 构造验证语言测试理论
构造验证语言测试理论是一种基于认知主义的测试理论。
该理论认为语言是认
知过程的一部分，通过测试学习者的思维和语言表达能力，以评估他们的英语能力。
3. 英语测试的方法
3.1. 笔试
笔试是英语测试中常用的一种方法。
它通过考察学习者的词汇、语法和阅读理
解能力来评估他们的英语水平。
常见的笔试题型包括选择题、填空题、翻译题和作文题等。
3.2. 口试
口试是评估学习者口语能力的一种方法。
它能够考察学习者的发音、流利度以
及语言表达能力。
口试通常包括面试和对话两种形式，通过与考官进行实时的语言交流来评估学习者的口语能力。
3.3. 听力测试
听力测试是评估学习者听力能力的重要环节。
这种测试方法通过听取录音材料，并对所听内容进行理解和回答问题，来评估学习者的听力水平。
3.4. 阅读测试
阅读测试是评估学习者阅读理解能力的一种方法。
通过阅读文章，并回答相关
问题，来评估学习者对文章内容的理解程度。
4. 英语测试的实践经验
4.1. 在教育领域的应用
英语测试在教育领域有着广泛的应用。
它可以用于衡量学生的英语水平，制定
相应的课程和教学计划，以帮助学生提高他们的英语能力。
同时，英语测试也可以用于评估教师的教学效果，为教学改进提供依据。
4.2. 在职业行业的应用
英语测试在职业行业中也扮演着重要的角色。
许多职业要求员工具备一定水平
的英语能力，因此英语测试被用于筛选和选拔人才。
同时，在某些行业例如旅游和国际贸易中，英语测试也用于评估员工的沟通能力和应变能力。
5. 总结
英语测试的理论与实践是评估学习者英语能力的重要手段。
本文介绍了英语测
试的理论基础、测试方法和实践经验，并探讨了其在教育和职业行业中的应用。
通过深入研究和实践，我们可以不断改进英语测试方式，提高其准确性和有效性，为语言学习和教学提供更好的支持。