【作者】 刘丽；

【导师】 曲明文；

【作者基本信息】 山东师范大学 ， 学科教学， 2006， 硕士

【摘要】 语言测试是伴随着语言教学出现的,是为语言教学服务的。语言教学的任务是培养学习者实际运用所学语言的能力,而语言测试的目的则是提供一种科学的测试工具。随着英语教学与改革的发展,越来越多的教育工作者和管理者开始更多地重视和关注英语测试研究。在我国,在《基础教育课程改革纲要(试行)》精神指导下,结合现代课程理念和现代英语语言教学思想,《普通高中英语课程标准(实验)》于2003年正式出版了,并从2004年9月进入试用阶段。全国有4个实验区,山东省就是其中之一。通过认真解读《高中英语标准》,我们发现新课程标准体现了语言学、外语教育理论和实践的最新发展,强调以发展语言运用能力为根本目的的交际性教学思想。《高中英语标准》对语言技能、语言知识、情感态度、学习策略和文化意识五个方面分别提出了相应的具体内容标准,这为高中英语教学和评价的实施提供了具体依据。在高中英语教学阶段,学生的学业成绩倍受师生、社会和家长的关注。传统的学业成绩评估方式是否符合现代外语教学理论,是否接纳了新的语言测试理论,是否符合新课程标准的要求,全面地评价新课程标准对高中英语课程所提出的具体内容标准。本文从学生的学业成绩评估入手,结合新的语言测试理论和教学评价理论,调查在新课程标准试行近两年的今天,新课程标准中的评价建议在高中英语教学实践中的实施情况。本文第一章的文献综述,首先从语言能力的界定入手,简要回顾了在语言学发展的不同时期,国内外的语言学家对交际语言能力概念的界定。在此基础上,指出新课程标准中提出的综合语言运用能力超越了交际语言能力的范畴。实际上,综合语言运用能力是一种新的语言教学模式的培养目标。同时,回顾了语言测试的发展史,阐明交际测试法是迄今为止较为科学完善的外语测试方法。目前英语测试的研究开始关注语言能力的科学测量。第二章的理论探索,从语言测试的主要类型及评价原则入手,分析了学业成绩测试(achievement tests)的常见方式,指出传统的学业成绩测试是一种终结性评价方式,仅通过这一种方式来评价语言学科是远远不够的。因此,笔者提出采用学业成绩评估(achievement assessment)这一说法来概括包括学业成绩测试及语言学习过程中的形成性评价方式在内的多元化、多样化的学业考评方式。更多还原

【Abstract】 As is known, language testing appears after language teaching and serves it all the way. The task of language teaching is to cultivate the language learners the abilities of using language, while the purpose of language testing is to provide us scientific techniques of measurement. Nowadays, more and more educators begin to pay much more attention to language testing.In China, based on The English Curricular Criteria for Full-time Compulsory Education and Common Senior Middle School (2001), the new English Curriculum Standards for Senior School was issued in 2003 and it has been carried out in four provinces since September, 2004. Shandong province is one of them. The English Curriculum Standards embodies the latest development of linguistics, ELT theory and practice and emphasizes on developing the abilities of language use. It also provides specific curricular content standards on language skills, language knowledge, emotional attitude, learning strategy and cultural awareness. So the criteria have offered a concrete basis for the implementation of the Senior English teaching and evaluation.This thesis aims to investigate the achievement assessment of Senior English from the perspective of new curriculum standards, which is attached great importance to by teachers, students, parents, etc. In accordance with the framework of communicative language abilities and Bachman’s communicative language testing theory, traditional achievement tests are not perfect and comprehensive to assess the students’language use abilities. So the evaluation suggestions are put forward in the English Curriculum Standards. The investigations mainly focus on the current situation of achievement assessment.This thesis consists of six parts. Introducation gives a brief statement of the thesis. The first chapter presents the definitions of language abilities in different periods and gives a brief review on language testing in the developing process. In the light of the theories, the author pointed out that the comprehensive language use abilities referred in the English Curriculum Standards go beyond the category of更多还原