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1、英语专业四级与大学英语六级听力理解难度对比中文英语专业考试和大学英语考试是两个最具影响力的全国性英语等级考试。其中，听力理解是非常重要的部分，其难度是试卷设计者重点考虑的因素。本文旨在探索和对比英语专业四级和大学英语六级的听力理解测试的难度，揭示两者是否测试考生相似的英语听力水平，是否对语言交际能力的评估要求一致。 众所周知，语言测试的发展和应用应建立在一定的语言理论之上，对此，巴奇曼(Bachman) 提出了“交际语言能力”和 “测试方法层面”理论框架。此框架已被公认为指导测试设计与应用，以及语言测试对比极为有利的工具。前者指想要测量的能力，后者指观察和衡量这些能力的方法。因此，本文在前人研
2、究的理论基础上采取了适合于本文的研究模式。本文采用试卷测试和问卷调查方式，分别选取英语专业四级（2008）和大学英语六级（2008年6月）真题；西南交通大学外国语学院的120名大二英语专业学生被选为本次试验的受试对象。受试对象在规定的时间内先后完成试卷和问卷调查。最后，作者收集整理并分析数据。通过研究发现：就题型而言，英语专业四级的对话最简单，而大学英语六级中的短文理解最难；由于语速、词汇和问题不可预览等原因，大学英语六级难度大于英语专业四级，对考生交际语言能力的要求相对较高；但就测试信度而言，英语专业四级高于大学英语六级；受试对象依赖问题预览，并采用同样的听力理解策略去完成两种不同的听力理解
3、测试，这在应考大学英语六级时造成困难。由于可预览问题不符合真实交际，因此，作者建议：英语专业四级客观选择题应去掉题干，使考生无法预览问题，这对英语听力的教与学都会产生积极的反拨作用，有利于提高学生听力并使其更能适应真实的语言交际环境。以上研究结果表明：本论文对于英语听力教学、英语听力测试、语言测试研究等均具有一定的理论与实践价值；其研究模式和研究结果在一定程度上有助于在此领域做一进步的研究。译文As is known to all, Test for English Majors (TEM) and College English Test (CET) are two overwhelming
4、 influential tests for college students in China. As listening comprehension is considered one of the most important parts in both tests, its difficulty has been a great concern of the test designers. The present study aims to contrast the difficulty of two listening comprehension tests of TEM4 and
5、CET-6 and find out which one is more difficult, whether the two tests are similar in terms of testing English listening comprehension ability, and which one requires a higher level of communicative language ability.The theoretical background in the present study is Bachmans framework of Communicativ
6、e Language Ability (CLA) and Test Method Facets (TMF), which is viewed as not only a useful tool to develop and use tests appropriately, but also a useful instrument to contrast language tests. The former is the ability we wish to measure and the latter is the means by which we observe and measure t
7、hese abilities. Based on the framework of CLA and TMF, the author adopts one research mode that is suitable for the present study. Research instruments in the present study are two newly-published authentic listening test papers of TEM4 and CET-6 as well as one questionnaire. 120 English-major stude
8、nts are chosen as the sample subjects, who are required to take two different listening comprehension tests one after another within a certain period of time. After that, they are expected to complete a questionnaire survey. Then the data are collected and analyzed by the author. It is shown that as
9、 far as item type is concerned, Conversations in TEM4 is the easiest part and Passages in CET-6 is the most difficult; CET-6 is more difficult than TME4 because of such factors as speech rate, vocabulary and question preview, and CET-6 requires relatively higher listening comprehension ability; but
10、TEM4 is more reliable than CET-6; students depends on question preview, which is believed to cause troubles taking the CET-6 listening sub-tests. Since question preview does not accord with authentic communications, the author suggests that the stems printed in TEM4 should be removed away so that th
11、e test takers have no chance to guess without listening to the record, which will bring about positive backwash effects on teaching and learning of listening.The result of the research indicates that the present study is of both theoretical value and practical significance for English teaching and learning, listening testing, as well as language testing research; the research mode in the present study basically reflects the research procedures and approaches in the field and thus it is believed to be beneficial for making future studies in language testing.