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1、分类号:U D C：密级：学号：T20120022南昌大学同等学力申请硕士学位研究生学位论文大学英语四级网考听力测试效度研究A Study on the Validity of the Internet-based CET-4Listening Subtest培养单位（院、系）：南昌大学外国语学院 指导教师姓名、职称：袁平华教授 申请学位的学科门类：语言学学科专业名称：英语语言文学 1994-2013 China Academic Journal Electronic Publishing House.All rights reserved.http:/w w 学位论文独创性声明学位论文独创性
2、声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的 研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含 其他人已经发表或撰写过的研究成果，也不包含为获得南昌大学或其他教育 机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何 贡献均已在论文中作了明确的说明并表示谢意。学位论文版权使用授权书本学位论文作者完全了解南昌大学有关保留、使用学位论文的规定，有权保 留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文别查阅和借阅。本人授权直昼大箜可以将学位论文的全部或部分内容编入有关数据库进行检 索，可以采用影印、缩印或扫描等复制手段保存、汇编本学
3、位论文。同时授权 中国科学技术信息研究所和中国学术期刊（光盘版）电子杂志社将本学位论文 收录到中国学位论文全文数据库和中国优秀博硕士学位论文全文数据库 中全文发表，并通过网络向社会公众提供信息服务。（保密的学位论文在解密后适用本授权书）学位论文作者签名（手写）邪月叩草 导师签名（手写）1994-2013 China Academic Journal Electronic Publishing House.All rights reserved,http:/w w AbstractABSTRACTOver the past decades,College English Test Band 4(
4、CET-4)has experienced several reforms,and the latest and biggest one is trail implementation of Internet-based CET-4.Intemet-based CET-4 and CET-4 paper test are different in many aspects,such as test format,test content,question type,w eighting distribution and scoring.The difference betw een liste
5、ning subtests of the Intemet-based CET-4 and CET-4 paper test are very obvious.Recent years have w itnessed an evident increase in research on validity and w ashback of high-stake tests in the field of language teaching and testing.As the biggest innovation since the reform of CET in 2006,the Inteme
6、t-based CET-4 has attracted much attention.Research on its backw ash on teaching and learning has been popular in recent years.But few empirical studies have been conducted on the validity of the Intemet-based CET-4.The present study explores the face validity and content validity of the Intemet-bas
7、ed CET-4 listening subtest through analysis on questionnaire and interview.The content validation is further conducted by a comparison betw een the Intemet-based CET-4 listening subtest and the College English Curriculum Requirements and the College English Testing Syllabus.Based on Bucks Framew ork
8、 for Considering Listening Construct,by an analysis on tasks in the Intemet-based CET-4 sample test paper,the conclusion is draw n that the listening subtest in Intemet-based CET-4 can better test testers overall language ability,especially their communicative competence.In terms of the criterion-re
9、lated validation,scoring comparisons are made betw een the listening subtest of Intemet-based CET-4 and CET-4 paper test w ith TOEFL listening subtest.To be specific,it aims to investigate if the Intemet-based CET-4 listening subtest more relevant to TOEFL listening subtest than the paper test,so as
10、 to effectively test the communicative competence of the subjects.In order to ensure the effectiveness and efficiency of the present study,a number of research methods are employed,including comparative analysis of the students5 scores in the three listening subtests,questionnaire surveys w ith 55 s
11、tudents andI 1994-2013 China Academic Journal Electronic Publishing House.All rights reserved,http:/w w Abstractinterview s w ith six teachers.Analyzing both the qualitative data and quantitative data gathered in the present study leads to the conclusion:The listening subtest in Intemet-based CET-4
12、has basically high face validity,content validity as w ell as construct validity.Both listening subtest of the Intemet-based CET-4 and CET-4 paper test are moderately correlated w ith TOEFL listening subtest,w hile the correlation coefficient of betw een listening subtest of the Intemet-based CET-4
13、and TOEFL listening subtest is a little higher than that betw een listening subtest of CET-4 paper test and TOEFL listening subtest.At last,according to the findings of the present study,suggestions are put forw ard to further improve the validity of the listening subtest of Intemet-based CET-4,they
14、 are mainly:low ering the speed rate of the audio and visual new s items;reducing the difficulty index in dictation task and the listening-based w riting task;diversifying the question types,etc.Key words:Intemet-based CET-4 listening subtest;face validity;content validity;construct validity;criteri
15、on-related validity 1994-2013 China Academic Journal Electronic Publishing House.All rights reserved,http:/w w 摘要摘要几十年来，大学英语四级考试经历了数次改革，最近的一次改革同时也是 力度最大的一次改革是大学英语四级考试试行网考。大学英语四级网考与四级 纸笔考在考试形式，题型，权重，分值，内容等方面都有很大区别，其中区别 最为明显的就是听力测试。近年来在语言教学和测试领域，有关高风险考试的 效度和后效作用的研究有了明显增长，由于大学英语四级网考是大学英语考试 继2006年改革以后的又
16、一次大型变革,吸引了较多的关注，对于它的研究在近 几年较为流行。但这些研究多数是针对四级网考对教学的后效作用展开的，对）四级网考效度的实证研究还不多。本文通过问卷调查和访谈法，考查了大学英语四级网考听力测试的表面效 度和内容效度。通过对比分析四级网考听力与大学英语课程耍求和考试大纲的 相关性，进一步验证了四级网考听力测试的内容效度。构想效度研究以巴克的 听力构想效度检测框架为基础，通过分析四级网考听力考试样卷考查的具体能 力，得出四级网考听力能更全面地考查各种语言储力.，尤其是交际能力。在验证四级网考听力测试的效标关联效度方面，将改革前后的大学英语四 级听力测试与托福听力测试的分数进行对比研究
17、。具体而言，即通过考察四级 网考听力测试的效标关联校度检测四级网考听力测试与托福听力测试的相关性 是否比纸笔考更高，从而检验四级网考听力是否有效测试了受试者的交际能力。为确保研究的有效性，本文使用了多种研究方法，其中包括对学生在三种 听力测试中的成绩进行对比分析，对55名学生的问卷调查，以及对6位教师的 访谈。通过对所采集的定性数据和定量数据进行分析，作者得出以下结论：大学英语四级网考听力测试具有较高的表面效度、内容效度及构想效度。改革前后的大学英语四级考试听力测试与托福听力测试之间都存在相关性，其 中四级网考听力测试与托福听力测试的相关系数比纸笔考听力测试与托福听力 测试的相关系数略高。最后
18、，根据本文的研究结果，作者从减慢新闻视听题的语速、降低听写和 写作题的难度、增加听力题型的多样化等方面提出了建议。关键词：大学英语四级网考听力测试；表面效度；内容效度；结构效度；效标 关联效度ill 1994-2013 China Academic Journal Electronic Publishing House.All rights reserved,http:/w w ContentsContentsAbstract.I摘要.IllList of Figures and Tables.VIIList of Abbreviations.VIJIChapter 1 Introductio
19、n.11.1 Research Background.11.2 Research Purpose.41.3 Significance of the Research.41.4 Research Questions.51.5 Organization of the Thesis.5Chapter 2 Literature Review.:.72.1 Concepts of Validity.72.2 Classification of Validity.92.2.1 Face Validity.102.2.2 Content Validity.112.2.3 Construct Validity
20、.132.2.4 Criterion-related Validity.162.2.5 Validity as a Unitary Concept.182.3 An Introduction to the Internet-based Tests.192.3.1 An Introduction to TOEFL-IBT.192.3.2 An Introduction to IB CET-4 Listening Subtest.212.3.3 Various Researches on IBT.23Chapter 3 Methodology.253.1 Research Design.253.2
21、 Participants.263.2.1 Students Participants.263.2.2 Teachers Participants.263.3 Instruments.263.3.1 Test papers.273.3.2 Students Questionnaire.293.3.3 Teachers,Interview s.303.4 Research Procedure.303.5 Data Collection and Analysis.31Chapter 4 Results and Discussion.334.1 Face Validity of IB CET-4 L
22、istening Subtest.334.1.1 Students Opinions on IB CET-4 Listening Subtest.334.1.2 Teachers Opinions on IB CET-4 Listening Subtest.35 1994-2013 China Academic Journal Electronic Publishing House.All rights reserved,http:/w w Contents4.1.3 Summary.:.364.2 Content Validity of IB CET4 Listening Subtest.3
23、74.2.1 Results from the Questionnaires and Interview s.374.2.2 Content Relevance.394.2.3 Content Coverage.434.2.4 Summary.454.3 investigation of the Construct Validity of IB CET-4 Listening Subtest.454.4 Criterion-related Validity of IB CET-4 Listening Subtest.49Chapter 5 Conclusion.585.1 Conclusion
24、s.585.2 Implications of the Study.605.3 Limitations.605.4 Recommendations fbr Further Studies.61ACKNOWLEDGEMENTS.62References.63Appendix 1学生问卷调查.67Appendix 2 教师访谈.:.69Appendix 3 2010年12月大学英语四级考试听力测试题.70Appendix 4 Inlemet-Based College English Test Band 4.73Appendix 5 TOEFL Internet-Based lest Paper.
25、78攻读硕士学位期间的科研 成果.82VI 1994-2013 China Academic Journal Electronic Publishing House.All rights reserved,http:/w w List of T ablesList of Figures and TablesFigures:.Figure 3.1 Research Mode in the Present StudyTables:Table 2.1 Validity of Mathematics Test on Different AimsTable 3.1 Listening Subtest o
26、f CET-4 Paper TestTable 3.2 Listening Subtest of Internet-based CET-4(trial test)Table 3.3 Listening Comprehension Subtest of TOEFLTable 3.4 The Grading Standards of TOEFLTable 4.1 Students opinions tow ards IB CET-4Table 4.2 Students Opinions on IB CET-4 Listening SubtestTable 4.3 College English C
27、urriculum RequirementsTable 4.4 College English Testing SyllabusTabic 4.5 A Framew ork for Describing Listening ConstructsTable 4.6 Analyses of Constructs in IB CET-4 Listening SubtestTable 4.7 Participants Performance in Three Listening SubtestsTable 4.8 Z-scores of the Three Listening SubtestsTabl
28、e 4.9 T-scores of the Three Listening SubtestsTable 4.10 CoiTelation Coefficient of the Three Subtestsvn 1994-2013 China Academic Journal Electronic Publishing House.All rights reserved,http:/w w List of AbbreviationsList of AbbreviationsAPACBTCECRCET-4CETSCLAIBTIB CET-4IB TOEFLIELTSNCETCPBTPB CET-4
29、TOEFLSPSSArnerican Psychological AssociationComputer-based TestCollege English Curriculum RequirementsCollege English Test Band 4College English Testing Syllabus Communicative Language Ability Intemet-based TestInternet-based College English Test Band 4 the Intemet-based TOEFLInternational English L
30、anguage Testing SystemNational College English Test CommitteePaper-based TestPaper-based College English Test Band 4Test of English as a Foreign Language Statistical Package ibr the Social ScienceVIII 1994-2013 China Academic Journal Electronic Publishing House.All rights reserved,http:/w w Chapter
31、1 IntroductionChapter 1 Introduction1.1 Research BackgroundFrom the distant past to the present,language tests have alvvays been important historical documents.On one hand,they can help inibrm us of attitudes lo language learning,language teaching and language testing.Seeing w here w e have come fro
32、m in language teaching and learning also helps us better understand w here w e are today.On the other hand,language tests arc ihe criterion to check testers language competence.According to Lyle.F.Bachman(1990).language can be sources of information about the eftectiveness of learning and teaching,w
33、 hich means language testing is view ed as sources of feedback on learning and teaching,and can thus provide useful input into the process of language teaching.Since it set tbot in China in 1987,CET-4(College English Test Band-4),a large-scale standardized test in China,has become the largest and mo
34、st influential national English lest.As is know n to almost everyone,CET-4 has been mainly administered to non-English majors at undergraduate level for guaranteeing the implementstion of the College English Syllabus in China.In every June and December,there arc millions of people taking the test,an
35、d the population has increased greatly in recent years,w hich has made CET-4 become the benclimark of students English proficiency and teachers teaching quality,producing tremendous impact on both students and teachers and even our society.With the rapid social and economic development at home and a
36、broad,the College English Teaching Syllabus(CETS)has been revised several times in the past decades,w hich undoubtedly led to the reforms of CET-4 since its inception in 1987.In the 1980 version of National College General English Syllabus,reading w as the only skill required.The CETS published in 1
37、985 and 1986 made clear the objectives of College English teaching w as to“develop in students a relatively high level of competence in reading,an intermediate level of competence in listening(and translation fbr students of science and engineering)and a basic level of competence in 1994-2013 China
38、Academic Journal Electronic Publishing House.All rights reserved,http:/w w Chapter 1 Introductionw riting and speaking”.Furthermore,an adjusted version of CETS w as issued in 1999 and it set the goal of College English teaching w as“to develop a strong reading ability of the students and a fairly go
39、od ability for listening.so that students are capable of exchanging infbnnation in the target language./*From the above statements,it is clear that the version of 1980 and 1986 mainly attached importance to the competence of reading,w hile tlie version of 1999 put emphasis on the importance of liste
40、ning and focused more on students communicative ability.Later in Feb.2005,the Innovation Proposal for CET-4 and CET-6 w as issued by Education Ministry on the basis of the new“College Englisii Curriculum Requirements,(CECR).Accordingly,the testing content and format w ere revised and a new scoring s
41、ystem w as adopted.It is obvious that the purpose of the innovation is to improve the importance of communicative ability.It requires college English teaching to focus more on the comprehensive language ability instead of the language know ledge.Under the requirement of the proposal,in 2006,the refo
42、rmed CET-4(w hich is called new CET-4)w as issued and the listening subtest of new CE1-4 has mainly changed in the aspects of content,format as w ell as w eight.The listening subtest of old CET-4 contains only tw o sections:ten short dialogues and three short passages.Testers are required to finish
43、tw enty questions according to the recordings in about tw enty minutes,and the w eight of the listening subtest is tw enty percent of the total score.While in the new version,the listening subtest is consisted of three sections:conversations(eight short conversations and tw o long conversations),thr
44、ee short passages and compound dictation.The time required is about 35 minutes and the w eight has been increased to 35 percent of the total score.In 2007.the latest version of College English Curriculum Requirements(CECR.)w as issued,w here the objectives of College English teaching w ere stated“Io
45、 develop students ability to use English in a w ell-round w ay.especially in listening and speaking,so that in their future studies and careers as w ell as social interactions,they w ill be able to communicate effectively.*.A year later,another innovation of CET-4 has been conducted by the National
46、College English Test Committee(NCETC)to standardize and internationalize the2 1994-2013 China Academic Journal Electronic Publishing House.All rights reserved,http:/w w Chapter 1 IntroductionCET in China.A trial test of the Internet-based CET-4(IB CET-4)w as held at 54 universities in December,2008
47、and has greatly w idened in the follow ing years.It is estimated by experts that the machine/computer-based test w ill take the place of the traditional paper test in the near future.Firstly,it is necessary to point out that the w eight of listening subtest has been increased from the previous 35 pe
48、rcent to 70 percent of the total.Secondly,the dramatic difference betw een rhe tw o test versions before and after the innovation mainly lies in the content,format and w eight of listening subtest.Besides,authentic audio and video materials have been included in listening subtests,brand-new question
49、 types such as listening-based grammar and structure,listening and repealing,listening-based summary and commenting are introduced.It is thought by most experts that there are many merits for conducting computer-based or Internet-based tests.One of the greatest advantages is that it provides an oppo
50、rtunity and feasibility to measure test-takers real communicative language ability under more authentic Internet-based environment to the greatest extent,and under the multimedia assistance.Another advantage is that Internet-based test w ould bring economical benefits to large-scale standardized lan