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1、Analysis of the importance of language test evaluation As the role of language test in social life becomes more and more important,the specialization of language test in the process of development,implementation and use has become one of the hot topics in the international language test community in
2、 recent years.One of the important means of achieving professionalization of language exams is the development and implementation of language testing standards.Since the 1980s,the theory and practice of language testing in China has developed rapidly.After nearly three decades of development,China h
3、as become a veritable language test power.Take English as an example.At present,a variety of English exams are emerging in China,and tens of millions of English learners take English exams every year.Chinas language test has the characteristics of large scale,high risk,and significant effect on lang
4、uage teaching.Therefore,whether these tests are strictly in accordance with the relevant language test quality standards in the process of development,implementation and use,whether the test can effectively reflect the candidates language proficiency level,and whether the use of test results is reas
5、onable,these questions are not only education and examinations.The focus of management is also a hot topic for candidates,teachers and the public.Modern language testing(LT)is gradually developed and matured with the independence and development of educational measurement in the early 20th century.I
6、t is an important branch of applied linguistics.Many language tests are based on English language,which involves teaching methods,second language acquisition theory,linguistics,pragmatics,psycholinguistics,cognitive psychology,educational measurement,and computer science.In the past century,the deve
7、lopment of foreign language testing has gone through three stages.World-renowned language testing expert Spoelsky B.Spolsky divided these three stages into a pre-scientific stage,a combination of psychometrics and structuralism,and a phase based on psycholinguistics and sociolinguistics.This develop
8、ment process is basically consistent with the development process of linguistic theory,that is,from the process of historical comparative linguistics,structural linguistics,generation-transformation grammar theory to psycholinguistics and sociolinguistics.It is also in the same line with the develop
9、ment process of foreign language teaching methods,that is,from the grammar translation method,the listening and speaking method to the communication law.Language testing has always been an important part of language teaching and must serve language teaching.The task of language teaching is to develo
10、p students ability to actually use language.The task of language testing is to correctly evaluate students language ability.Language testing itself cannot effectively improve students language ability.To improve students practical ability to use English can only be through serious teaching.The two c
11、annot substitute each other and the relationship cannot be reversed.Therefore,language teaching is first-class,and language testing is a language teaching service.There is no simple relationship between“teaching decision test”or“test command teaching”between language teaching and testing.Tests alway
12、s have a strong reversal effect on teaching.This kind of counteraction can be positive and can promote teaching.It may also be negative and will impact teaching.As far as English teaching is concerned,its task is to develop students comprehensive English application ability,and the task of English t
13、est is to correctly evaluate students language ability.Testing is an important means to measure teaching effectiveness and improve teaching quality.It is an important part of the teaching process and an important guarantee for the implementation of curriculum standards.It should have a positive effe
14、ct on teaching.Good quality English test can objectively,fairly and accurately evaluate students language ability and teaching effect.On the one hand,for students,through testing,they can understand their language level and learning status,test learning effects,improve learning methods,and determine
15、 the direction of their efforts.On the other hand,for teachers,through testing,students can understand the language knowledge.Situation and language skills development,testing teaching effects,improving teaching methods,fostering strengths and avoiding weaknesses,teaching students in accordance with
16、 their aptitude,and continuously improving the quality of English teaching.1.Understanding the reaction of language testing The counteraction of language testing to teaching is widely acknowledged.People think that language testing affects teaching;affects the attitudes,behaviors,and motivations of
17、teachers,students,and parents.Tests drive the teaching,and many courses have been adjusted according to the test.Some test researchers also link the reaction to the validity of the test,and believe that the validity of the test should be measured by the degree to which the test has a positive impact
18、 on the teaching,that is,if the test has a beneficial effect on teaching,then it is effective.Degree,otherwise it is invalid.This is the so-called reaction validity.2.Method of reaction research Quantitative and qualitative research is the basic research method of language and language teaching.Howe
19、ver,due to the complexity and uncontrollability of the test reaction problem,it is unrealistic to use a rigorous experimental design procedure to measure it.Therefore,the study of reaction has adopted the method of qualitative analysis.In fact,many methods of qualitative research are complementary.T
20、hrough questionnaires,interviews,discussions,etc.,researchers can get teachers and students views and opinions on a certain issue.This is very important data.However,they do not necessarily match the actual situation.Practical observation and analysis of teaching to support the information obtained.
21、Conversely,it is not enough to rely solely on the observation and analysis of classroom teaching in the study of reaction.After all,it can only show one or several aspects of the actual situation,not the whole picture,and cannot guarantee that the researcher understands the observed phenomenon.What
22、it means.Therefore,in the reaction research,the combination of investigation and classroom observation analysis should be said to be ideal.3.Ways to improve positive reaction The backwash effect of the test can be positive or negative.One of the main purposes of the study of the backwash effect is t
23、o explore ways to reduce the negative backlash effect and improve the positive backwash effect.To be realistic,the language test can detect the candidates language level and the ability to use the language in practice.However,the authenticity of language testing is a complex problem.To meet the requ
24、irements of authenticity,the authenticity of test design,text,question type,title and implementation,scoring and interpretation should be guaranteed.4.The enlightenment of the study of reaction to English teaching Language teaching and language testing are the two most important aspects of interdepe
25、ndence and interaction in the entire teaching process.Our understanding of the reactionary reaction should not only be based on the inference of the phenomenon.The actual reaction research should be used to verify the reaction hypothesis and its working mechanism in order to obtain a deeper understa
26、nding.In the reaction research,rely solely on the investigation.Questionnaires,questions,interviews,etc.are not enough.They must be combined with classroom observations to be used in a comprehensive way to verify each other and discover new problems.Testing should not be a teachers use of a poorly e
27、ffective teaching method.The excuse,teachers should delve into the teaching materials,understand the purpose of the test and the principles of writing,according to the actual situation of the teaching,the use of relatively appropriate teaching methods.Linguists point out that language testing should
28、 not only measure language knowledge and skills,but more importantly,the ability to use language knowledge in communication,and combine various factors related to communicative competence into a whole to test.Then there was communicative language testing(CLT).Unlike traditional language and structur
29、alist language tests,CLT focuses on language communicative competence rather than purely linguistic knowledge or language skills.Communicative language testing is developed from the communicative approach to teaching.The most striking difference between it and other language testing methods is that
30、it is not just testing language knowledge,but focusing on the ability to use language.It is important to understand the ability of the subject to communicate with the target language.The items of communicative language testing are generally at the level of discourse,not at the word or sentence level
31、.In doing so,it is easy to set the required context,forcing the subject to contact the context to consider the problem.Some papers using this method proposition are also divided into several parts according to language skills.For example,they can be divided into four parts:listening,speaking,reading
32、 and writing.On the surface,it is the same as the separate test method.However,the subject of the communicative language test is around the task,and the proposition person pays attention to the comprehensive application of each skill.In addition,communicative language testing focuses on the context
33、of communication,but peoples communication needs to be ever-changing,and the communicative context cannot be exhausted.Therefore,it is difficult to design a real context for language testing,and it is expressed in a context.It is difficult to conclude from the communicative ability that there must b
34、e the same language communication ability in other contexts.Moreover,it is difficult to say that the designed communication context is true under the premise of testing.Moreover,as far as language testing is concerned,how to control the variables,how to ensure the accuracy and consistency of the sco
35、res,how to interpret the scores,etc.,it is difficult to ensure the validity,reliability and efficiency of the test.How to find a balance between validity and reliability,how to control the reliability of the scoring,the choice of the score or rating system,etc.are the questions that the communicativ
36、e language test needs to answer.Therefore,communicative language testing is still in the development stage,and there is no mature way to adopt it.However,some ideas about communicative competence in communicative testing are worthy of consideration by people who are engaged in language testing resea
37、rch.Language teaching and language testing are the two most important aspects of interdependence and interaction in the entire teaching process.English test is an indispensable part of the English teaching process.Studying language teaching is inseparable from the study of language testing.The devel
38、opment of language testing theory has made us realize that language testing has gone from a single language ability test to a comprehensive ability test for subjects;the second is to test from a hypothetical,unrealistic language project to a real and language-oriented test.Situational and language u
39、se.Furthermore,design and development testing has increased the scientific and reliability of the standard assessment of testing from the original focus on the specification of the exam content to the principles of consistency and usefulness.Understand the development trend of language testing theor
40、y at home and abroad and the characteristics of language testing in each period,which is conducive to further grasp the teaching objectives,and further clarify what the test should measure and how it should be measured.For example,in our classroom teaching evaluation strategy,we not only use traditi
41、onal methods such as reading texts,answering questions,oral summaries,dictation,translation,impromptu speeches,and various small tests to check the teaching and teaching of students,but also Actively use assessment strategies that encourage students to reflect,enhance,and develop students cognitive abilities,such as questionnaires,organizational debates,postures,and reflective cognitive charts.Such tests can promote teaching and serve teaching,thus promoting the improvement of teaching quality.