1、Chapter 1 Overview of Language Testing,Content,The nature of language testing The aim of language testing The relationship between language testing and teaching Four approaches of language testing A look at some large-scale tests of oversea and domestic,The nature of language testing,Language testin

2、g are instruments used to measure language ability or aptitude. It is an independent discipline which has its own research field and research methodology. It is an interdisciplinary integrated discipline that involves linguistic, teaching methodology, psychometrics.,The aim of language testing,Tests

3、 may be constructed primarily as devices to reinforce learning and to motivate the student or primarily as a means of assessing the students performance in the language.,Group discussion: what is the relationship between language testing and teaching?,Both testing and teaching are so closely interre

4、lated that it is virtually impossible to work in either field without being constantly concerned with the other. The proper relationship between testing and teaching is that of partnership.,Arthur Hughes認(rèn)為，教學(xué)與測試是“伙伴關(guān)系”(partnership) (Hughes 1989)。他說，“The proper relationship between teaching and testi

5、ng is surely that of partnership. We cannot expect testing only to follow teaching. What we should demand of it, however, is that it should be supportive of good teaching and, where necessary, exert a corrective influence on bad teaching.” (Arthur Hughes 2000),點(diǎn)擊添加文本,點(diǎn)擊添加文本,點(diǎn)擊添加文本,點(diǎn)擊添加文本,Four approa

6、ches of language testing,The structualist-psychometric approach,The communicative approach,The integrative approach,The essay-translation approach,Before 1950s,Early 1950s-late 1960s,1970s-eary1980s,1980s-now,A look at some large-scale tests of oversea and domestic,PETS CET4, CET6 TEM4, TEM8 IELTS T

7、OEFL GRE GMAT LSAT BEC,CET6,Forward looks,縱觀上述考試的設(shè)計(jì)宗旨和測試目的，我們可以歸納出以下幾個(gè)特點(diǎn)： 1.所有考試都旨在全面測量考生的語言水平，故無一遺漏地測試各主要單項(xiàng)語言能力（聽說讀寫）。 2.考試日趨注重對口語能力的測試，并且口試與筆試分開的時(shí)間間隔也越來越短；托?？荚囋趯?shí)施了18年后于1981年推出托?？谠?；CET考試在開考12年后于1999年增加CET-SET考試，而在1999年開始正式實(shí)施的PETS考試，在推出時(shí)已包含了口語測試項(xiàng)目。,3.考試在測試考生接受性語言技能（receptive）的同時(shí)，更加注重評價(jià)他們的產(chǎn)出性語言技能（productive skills)，所以在題型選擇上絕大多數(shù)采用多樣化的形式，既有多項(xiàng)選擇題，又有其他形式，如簡答題、填空題、匹配題、翻譯題、寫作題等。 4.考試不僅考慮到信度（如分?jǐn)?shù)的可靠性），而且更加注重其效度（是否達(dá)到預(yù)期測試目標(biāo)等）。增加口語/寫作考試和多種題型有機(jī)組合都是為了