大学本科英语专业毕业论文模板

本 科 生 毕 业 设 计 (论 文)

题目：Diachronic Content Validity Study on Reading Comprehension Tests of NMET in Shandong Province(2007-2011).

教学单位 外国语学院__ _ _______ 姓 名 _刘洁 ________ 学 号 _200830701021__________ 年 级 _2008级 ________ 专 业 _英语 _____ 指导教师 _张书奎________________ 职 称 _讲师_________________

2012年 4 月 30日

Contents

Abstract …………. ……………………………………………………………III Chapter 1 Introduction ………………...…………………...………………….1 Chapter 2 Content Validity……………………………………….……….…...1 2.1 Definition of Validity…………………………………………………. 1 2.2 Types of Validity……………………………………………………….2 2.2.1 Face Validity……………………………………………………….2 2.2.2 Content Validity…………………………………………………....2 2.2.3 Criterion Validity…………………………………………………...2 2.2.4 Construct Validity………………………………………………….2 2.3 National Matriculation English Tests…………………………………...2 Chapter 3 Theoretical Foundation and Research Framework………….……….3

3.1 Theoretical Foundation…………………………….….………………3

3.2ResearchFramework………………………….………………………...3

3.2.1 Data Collection……………………………………………………3 3.2.2 Data Analysis……………………………….……..……………....3

Chapter 4 Findings and Discussions ..…………………………………………..4

4.1 Length………………………………………….………………………4 4.2 Speed…………………………………….………….……….……..….5 4.3 New Words………………………………………………….…………5

4.4 Readabilities………………………………………………..........……..6 4.5 Topics………………………………………………………………….7 4.6 Genres…………………………………………………………………8 4.7 Reading Skills…………………………………………………………8 Chapter 5 Conclusions and Suggestions…………………………..…………...9

5.1 Conclusions……………………..………………….…………….…....9 5.2 Suggestions…………………….…………………………….….........10 5.2.1 Suggestions for the Testing Service Centre…………….………10 5.2.2 Recommendations and Implications for English Teaching and

Learning………..………………………………………….……….11 5.3 Limitation of the Study…………………….…………………..…….11 References …………………………………………………….......................12 Acknowledgement…………………………………………………...……....13

Abstract: This paper aims to explore the content validity of the Shandong NMET(National Matriculation English Tests)reading comprehension component based on the framework of task characteristics and related content validity theories, the senior high English teaching syllabus and the Syllabus for NMET test. The results show that reading comprehension parts of 2007-2011 Shandong NMET have well met the requirements of the two syllabi and have got a well content validity in many aspects such as topics, new words and reading skills. However, the author also finds some weaknesses. Based On the findings, this author puts forward some suggestions in order to improve language testing as well as teaching and learning English reading in high schools.

摘要：本文以山东省2007～2011年高考英语阅读理解测试为研究对象，结合任务特征框架、内容效度的相关研究, 再根据全日制高级中学英语教学大纲( 试验修订版) 和2007- 2011年的高考英语考试大纲, 对其阅读理解内容效度进行研究分析。 结果表明: 这五年高考英语山东省英语阅读理解试题在选材，生词量，以及考察能力等方面符合考试大纲和教学大纲的要求, 具有较好的内容效度。但同时也发现还存在一些不足，文章对此提出几点建议，希望能对高考英

语阅读测试的命题质量的提高以及今后的高中英语教学有所促进。

Key words: National Matriculation English Tests; Reading Comprehension Tests; Content Validity

关键词：高考英语；阅读理解测试；内容效度

Diachronic Content Validity Study on Reading Comprehension

Tests of NMET in Shangdong Province（2007-2011）.

Chapter 1 Introduction

Now, the National Unified Enrollment Examinations (NUEE) is one of the largest-scale tests in China. Due to that National Matriculation English Tests (NMET) is one of the three major subjects, it is necessary to make well analyses about it. As a high-stakes test, NMET, is used as agents to change or attempt to change the classroom teaching(Qi Luxia,2005：142)．It is widely acknowledged that the central problem of foreign language testing is validity. Reading comprehension is a main language skill. What’s more, it has a significant percentage in NMET. Therefore, the content validity of reading comprehension has a directly influence on the realization of NUEE Function. Currently, scholars do many researches on validation study about TOFEL，IELTS，TEM and CET. But, few are related to the NMET, let alone the English test paper of Shandong province.

Owing to the significant role reading plays, this paper has chosen to analyze the content validity of reading comprehension component of 2007-2011 Shandong NMET to make a clear analysis of it and throw some light on teaching and learning English reading in high schools as well as on the NMET.

Chapter 2 Content Validity

2.1 Definition of Validity

Many scholars give many kinds of definitions about validity. ‘The problem of validity is that of whether a test really measures what it purports to measures’.

Kelly(1927：14)defines. Henning(2001：89)notes，validity usually refers to a given test’s fitness or any of its component parts as a measure of what it is purported to measure．Henning states：‘tests are more or less valid for their purposes；validity is not an all—or-nothing matter’(Alderson，Clapham&Wall，2000：1 70)． In sum, the validity of a test is the extent to which it measures what it is supposed to measure and nothing else．Every test, whether it is a short，informal classroom test or a public examination, should be as valid as the constructor call make it．The test must aim to provide a true measure of the particular skills which it is intended to measure：to the extent that it measures external knowledge and other skills at the same time. It will not be a valid test．

2.2 Types of Validity

2.2.1 Face Validity

Face validity is a measure of how representative a research project is ‘at face value,’ and whether it appears to be a good project. Ingram(1 977：1 8)notes face validity as“the test's surface credibility or public acceptability\In generally, if a test seems to cater for other testers, teachers, moderators, and testees, it can be described as having at least face validity. measures what it should measures we can be said that it has face validity．Therefore, directly tests have high face validity, while indirectly tests have low face validity.

2.2.2 Content Validity

Content validity is the estimate of how much a measure represents every single element of a construct. Kerlinger(1973:458)states that content validity is a tool to measure the representativeness of the content and the adequacy of the samplings. In other words, it refers to whether the tests the requirements of the syllabus or not. Content validity is an important issue for both language testing and language teaching. Hughes(2000：27)states that‘'the greater a test’s content validity is，the more likely it is to accurately measure what it is supposed to measure．

2.2.3 Criterion Validity

Criterion Validity assesses whether a test reflects a certain set of abilities. Usually, there are two kinds of Criterion Validity- Concurrent validity and Predictive validity. Concurrent validity measures the test against a benchmark test and high correlation indicates that the test has strong criterion validity. While, Predictive validity is a measure of how well a test predicts abilities. It involves testing a group of subjects for a certain construct and then comparing them with results obtained at some point in the future.

2.2.4 Construct Validity

Construct validity defines how well a test or experiment measures up to its claims.

A test designed to measure depression must only measure that particular construct, not closely related ideals such as anxiety or stress. It means that if a test has construct validity, it is capable of measuring certain specific characteristics in accordance with a theory of a language behavior and learning.

2.3 National Matriculation English Tests

The National Unified Enrollment Examinations (NUEE) is one of the largest-scale tests in China. Due to National Matriculation English Tests (NMET) is one of the three major subjects, many authors pay attention on it. There are many articles about it. A list of them is followed.

?

Validation Study on 2008-2009 National Matriculation English Test Papers of Three Provinces is written by Yan Jing in 2010.

? An Investigation of Washback Effect of the National Matriculation English Test is

written by Hong Xiaoxiang in 2008.

? Content Validity Study on Reading Comprehension Tests of NMET of Chongqing is

written by Qiu Jin in 2010.

? A study on the Backwash Effect of the Nmet (shandong Province)reading and Expression

is written by Zuo Peilan in 2010.

? An Empirical Study on the Washback of the Grammar Part in the National

Matriculation English Test(Shanghai) is written by Zhao Meijuan in 2009.

? Diachronic Study on NMET Reading Comprehension Discourse Characteristics and

Question Design is written by Zhang Quan in 2010.

? A Study of Characteristics and Content Validity of Nmet Reading Tests in Shaan Xi

Province (2006-2009) is written by Bai Haiyu in 2011

? A Study of Content Validity on Reading Comprehension of Matriculation English Test in

Guangdong Province (2004-2010) is written by Zhou Yiqiong in 2011.

There are also many other articles about NMET. However, by carefully analysis author finds that a majority of them regard the NMET as whole to analyze. Of course, there are some articles are about reading comprehension. But few concerns Shangdong province let alone the diachronic research about it. Therefore this paper has chosen to analyze the content validity of reading comprehension component of 2007-2011 Shandong NMET to make a clear analysis of it and throw some light on teaching and learning English reading in high schools as well as on the NMET.

Chapter 3 Theoretical Foundations and Research Framework

3.1 Theoretical Foundation

The author combines the framework of task characteristics and relied content validity study theories proposed by Bachman and Palmer ( 1999 ) , the senior high English teaching syllabus and the syllabus for NMET test.

3.2 Research Framework 3.2.1 Data Collection

The author collects reading comprehension parts of 2007-2011 Shandong NMET, then makes a careful analyses both qualitative and quantitative data which are about length, readability, reading speed, new words, topics and genres. Computers have also been adopted in the data collecting.

3.2.2 Data Analysis

By comparing the collected data with the requirements of the senior high English teaching syllabus and the syllabus for NMET test. The author also invited a classmates and a lecturer to help me when it is difficult for the author to analyze some questions.

Chapter 4 Findings and Discussions

The author combines the framework of task characteristics and relied content validity study theories proposed by Bachman and Palmer (1999), the senior high English teaching syllabus and the Syllabus for NMET test to put forward the objects for testing the content validity (Table1).

Table 1 Objects for testing the content validity Objects Length Speed New Words Readabilities Topics Genres Reading Skills Input Expected Response 4.1 Length

The syllabus for NMET test stipulates that the total length of the passages should be above 1000 words (Dong 2008). Careful counting is shown in the table 2.

Table 2: Length of reading passages from 2007 to 2011 Year 07 08 09 10 11 A 291 269 319 320 266 B 296 264 302 317 287 Passage C 292 324 302 294 317 D 291 229 282 290 290 PT 1170 1086 1205 1221 1160 Words Q 749 580 570 692 642 T 1919 1666 1775 1913 1802 (PT: Passage Total; Q: Question; T: Total)

First, it is obviously the total length of the reading tests is above 1000 words. Alderson (2000:256) recommends that the length of each test passage is suitable when it is between 150~350 words. Liu and Han also mentioned that reading

material should be controlled at about 200-500 words(Dong 2008).The table 2 shows that the length of each reading test is between 250-320 words. Therefore, it meets the requirement of scholars.

As for the layout of the articles, it should follow the general principle that from short to long and from easy to difficult. However, this study found that some years the articles’ layout is not very reasonable, such as the 2009 and 2010, which begin with the longest passage of the whole reading test. This may give candidates \feeling, which will affect students’ normal performance.

4.2 Speed

As for reading speed of NMET, two ways can be considered. First is the speed of reading articles, and the second is finishing the reading tests. The syllabus for high school students has specific demands. Senior middle school goals are divided into two levels, and the first level is 50~70 words per minute, then, the second level is 70~80 words per minute. Yang Huizhong and Weir(1998)submit that the proportion of reading articles and answering questions is 1 to 0.75. Syllabus requires that reading comprehension section should be finished by 35 minutes. According to this, reading the article takes up 20 minutes, and answering the questions takes 15 minutes. Based on these, the author calculates the reading speed according to the proportion of twenty to fifteen minutes (WPM1). In addition, the writer also adopts the usual way to calculate t he reading speed, or the total input amount is divided by reading time (WPM2). The two calculations are shown in t he table below:

Table 3 Reading speed from 2007 to 2011 WPM1 WPM2 07 58.5 54.7 08 54.3 47.6 09 60.4 50.7 10 61.0 54.6 11 58.0 51.4

Through the first calculation, the read speed of the five-year is from54.3-61.0 wpm. Basically，the speed fully meets the curriculum requirements. And the reading speed is well balanced, except for 2008 which is a slightly slower.

As for the second calculation method, generally speaking, reading speed for every paper almost meets the requirement of the teaching syllabus, except for the speed of 2008 which is lower that 50 wpm.

By analyzing the Table 3, the author finds out that they just reach the first level requirement of the first grade ( 50- 70 wpm) , not reach the second level ( 70-80 wpm ) . NMET is a top level test which is used to select the qualified candidates for university. Therefore, reading speed should sometime rise to second level. Based on the analysis, a suggestion may be made that reading speed of NMET needs to be slightly raised.

4.3 New Words

The teaching and testing syllabi(判决理由书的要旨) stipulate clearly that the new words of each reading passage should be less than 3%. The new words and vocabulary beyond the teaching syllabus of each year are shown in the table 4.

Table 4 New words and vocabulary beyond the teaching syllabus N 07 1.42 08 1.34 09 1.03 10 1.45 11 1.23 A 1.29 (N: New Words A: Average)

From the Table 4, the author finds that the new words rates of 2007-2011 are lower than 3%. What’s more, the new words of each year are stable except the year of 2009. Reading comprehension tests of NMET in Shangdong province gets better control of the amount of new words which matches well in line with the requirements of the syllabus.

4.4 Readability

The readability of the article refers to the level of reading material that is easy to read and understand. The readability of reading comprehension should be appropriate because it can not reflect the actual reading abilities if it is too difficult or too easy.

Nowadays widely used formula was the Flesh, which is first used in 1948 and still in use today. The formula is like this: RE = 206. 835-(0. 846 x NSYLL) - (1. 015 x W/S) (qt d in Alderson 2000: 71). NSYLL refers to the number of syllables per 100 words, and W/S refers to the average number of words per sentence Although, the formula is designed f or the English native learners not for the foreigners, Yang and Weir (1998) put forward that it can be regarded as a reference for the test designers and provide us a basis to build our comparison with a uniform criterion. The formula describes the readability with seven levels from easy to difficult.

Table 5 The references of Flesh readability (Yang Huizhong &W e IR, 1998) R D 0-30 Very difficult 30- 50 difficult 50- 60 Fairly difficult 60-70 standard 70- 80 Fairly easy 80- 90 easy 90-100 Very easy (R: Readability; D: Description of difficulty)

Based on the Flesh formula, the readability of reading passages of NMET in Shangdong province is described according to readability yardstick as follows:

Table 6 Readability classifications of reading passages from 2007 to 2011 Year 07 08 09 10 11 A 55.2 56.3 57.5 60.2 59.3 Passage Readability B C 56.7 58.2 59.3 58.3 58.9 61.4 59.7 63.2 57.8 61.4 AR D 57.2 54.4 64.5 62.6 59.6 56.8 57.1 60.1 61.5 59.5 (AR: Average Readability)

By analyzing the table shown above the readability of reading comprehension tests of NMET in Shangdong province is from 50-70. According to the Flesh

reference scale, the readability of the reading materials is from fairly difficult to standard. So, a conclusion can be made that it well meets the requirement of the two syllabi. What’s more, it is characterized with stationarity.

4.5 Topics

Alderson (2000) notes that usually good reading tests and good assessment procedures will make sure that readers have been assessed for their ability to make a well known of texts in a range of different topics. The senior high English teaching syllabus and the syllabus for NMET test require that senior middle school graduates can read and understand articles on different topics including science and technology, biography, story, social life and culture, literature and history. Based on these, the topics will be divided into six parts and the collected data will show in the form 7.

Table 7 Topics of reading passages from 2007-2011 2007 2008 2009 2010 2011 S&C 0 1 1 0 0 2 S 1 1 1 2 2 7 E 1 1 1 0 1 4 S&T 1 1 0 2 1 5 H&G 0 0 0 0 0 0 PE 1 0 1 0 0 2 (S&C: Social life and Culture; S: Story; E: Education; S&T: Science and Technology; H&G: History and Geography; PE: Personal Experience. )

By analyzing the table 7, the author concludes some characteristics about the topics of reading materials as follows:

First, the selection of topics is extensive. The table 7 shows that almost the six topics are included. By this, it can ensure to test the candidates’ reading abilities more scientifically, objectively and thoroughly.

Second, the selection of topics is comfort to the times. There are some heated topics which can stimulate students’ interest in reading and help to guide the students to focus on social and current affairs.

Third, the selection of topics is realization. Many topics are concerned with the students ' daily life which they are so familiar with. This can make sure the fairness of the test. Just as Bachman (1990: 138) proposes that if the subject matter of input is familiar to some test takers and not others, these individuals may have an unfair advantage, resulting in better performance.

Fourth, the selection of topics is ideology. The table 7 shows that different topics account for different proportions. Among of them story occupies a large proportion. Every story has been carefully selected, and every of them has its ideology, which can make significant influence on the students.

In short, all kinds of topics involved can not only favor students ' reading skills, inspire students ' interest in reading but also can help develop their good qualities. However, the author also finds that there are little topics about History and

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