短文听写题型不同的作答方式对CET-4考生答题过程的影响研究  

Study on the Effects of Different Response Formats of Dictation Test on CET-4 Testees' Test-taking Processes

作　　者：时春燕[1] 

机构地区：[1]河南城建学院外国语学院,河南平顶山467036

出　　处：《信阳师范学院学报（哲学社会科学版）》2015年第5期29-33,共5页Journal of Xinyang Normal University(Philosophy and Social Sciences Edition)

基　　金：河南省软科学研究项目(142400411204);河南城建学院科学研究基金项目(2015JYB029)

摘　　要：为探讨作答方式对考生答题过程的影响,验证听写题型的效度,采用即时追述和访谈的研究方法,对36名EFL考生短文听写时的答题过程进行分析。研究表明:虽然四组考生听写的总体得分差异并不显著,但在答题过程中使用母语作答的第三组考生使用了更多的策略,能较好地理解输入的信息和短文大意,并受与构念无关的因素影响较小,而第四组受试在没有语境的情况下,对语义的理解不深刻,使用的策略最少,测验材料没有较好的效度和区分度。另外,四组考生的实际答题表现与听写的指令要求也并不一致,表明指令的合理性存在问题。The study investigates the processes of 36 EFL test-takers in completing a compound dictation test through analysis of their verbal protocols obtained immediately after the test and retrospective interviews, to explore whether and how different response formats affect their test-taking processes and validity of this test. Findings are as follows ： four group test-takers＇actual performance does not re- late to the instructions given in the dictation test, which may raise doubts over the effectiveness of the instructions, posing a potential threat to test validity. Testees of G3 tend to use various strategies to have a better understanding of the listening input, and they ap- peared to be less influenced by construct-irrelevant factors, which proved the validity of listening test. While G4 testees＇understanding of information and strategy use was the least, their test appeared not to have good validity and differentiation.

关 键 词：CET-4 短文听写 测试方式 答题过程 

分 类 号：B848.2[哲学宗教—心理学]