高级英语阅读测试的开发和效度研究 英文本【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

高级英语阅读测试的开发和效度研究 英文本PDF格式电子书版下载

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List of Figures1

List of Tables3

CHAPTER1 INTRODUCTION5

1.1 Types of Reading Research6

1.1.1 Process-Oriented Psycholinguistic Approach9

1.1.2 Product-Oriented Applied Linguistic Approach12

1.2 Aims of the Study16

1.2.1 Rationale for the Study17

1.2.2 Research Questions and Stages of the Research Ptoject20

CHAPTER2 MODELS OF READING27

2.1 Criteria for Judging Models of Reading28

2.2 Linear Models of the Reading Process31

2.2.1 Bottom-up Models31

2.2.2 Top-down Models35

2.2.3 Judging Linear Models against the Criteria39

2.3 Schema Theory41

2.3.1 Origin and Development42

2.3.2 Knowledge Structure and Activation of Schema46

2.3.3 Schema-Theoretic Views of Reading50

2.3.4 Empirical Studies on the Effect of Background Knowledge53

2.4 Interactive Models59

2.4.1 From Linear Models to Interactive Models59

2.4.2 The Interactive Models61

2.4.3 Judging Interactive Models against the Criteria78

CHAPTER3 EFL READING RESEARCH83

3.1 Models of EFL reading84

3.1.1 Sequential Process Models of EFL Reading85

3.1.2 Componential Models of EFL Reading88

3.2 The Controversy : Unitary or Componential Construct of Reading98

3.3 Skills and Strategies in EFL Reading104

3.4 Implications from the Literature Review for the WERT110

CHAPTER4 CHINESE READERS AND EAP READING:WHAT'S SPECIAL?116

4.1 Difficulties in EFL Reading by Chinese Readers116

4.1.1 Difficulties in Applying Linguistic Skills117

4.1.2 Difficulties in Employing Reading Strategies128

4.1.3 Difficulties in Background Knowledge134

4.1.4 Implications for the Teaching and Testing of EFL Reading in China136

4.2 EAP Reading: What's Special?139

4.2.1 Rhetorical Organizations of EAP Texts141

4.2.2 Effects of Rhetorical Organization on Comprehension and Recall146

4.2.3 A Model for Establishing Text Structures in Reading154

4.2.1 Implications for the AERT159

CHAPTER5 EAP READING NEEDS AND TEACHING AND TESTING TASKS161

5.1 A Needs Analysis of Chinese Undergraduates's EAP Reading161

5.1.1 Design of the Questionnaire161

5.1.2 Responses to the Questionnaire162

5.1.3 Results of the Survey164

5.1.4 Implications of the Needs Analysis for the AERT170

5.2 An Analysis of Texts and Tasks in Published EAP Textbooks and Tests172

5.2.1 Identification of the Textbooks and Tests172

5.2.2 Analysis of Skills and Strategies173

5.2.3 Analysis of Performance Conditions180

5.2.4 Implications for the Development of the AERT187

CHAPTER6 CONSTRUCT VALIDITY AND THE AERT TEST SPECIFICATIONS191

6.1 Developments in the Testing of Reading192

6.1.1 Reading Research and the Testing of Reading192

6.1.2 Stages of the Developments in the Testing of Reading193

6.2 The AERT Test Specifications198

6.2.1 Operations: Reader-Based Factors199

6.2.2 Conditions: Text-and Task-Based Factors219

CHAPTER7 OPERATIONALIZING THE CINSTRUCT:TEST DEVELIPMENT228

7.1 Text Selection-Operationalizing Conditions228

7.1.1 Initial Selection by Individual Researchers229

7.1.2 Subject Teacher Questionnaire Survey for Text Suitability232

7.1.3 Matching the Selected Texts with the Test Conditions235

7.1.4 Making Decisions on the Most Suitable Texts239

7.2 Text Mapping_ Operationalizing Tasks239

7.2.1 Purposes of Text Mapping239

7.2.2 Methods240

7.2.3 Participants242

7.2.4 Results243

7.3 Task Construction243

7.3.1 Decision on a Modular on a General Test243

7.3.2 Decision on Test Formats245

7.3.3 Considerations of Other Test Conditions246

7.4 A Description of the AERT Prototype Version 1248

CHAPTER8 THE A POSTERIORI VALIDATION OF THE AERT ——QUANTITATIVE STUDIES252

8.1 First Trial254

8.1.1 Test Administration254

8.1.2 Sample254

8.1.3 Marking and Data Entry254

8.1.4 Descriptives of the Test Data255

8.1.5 Factor Analyses255

8.1.6 Cross-Tabulations258

8.1.7 Questionnaire Survey259

8.1.8 Conclusions260

8.2 The Main Trial263

8.2.1 Test Administration263

8.2.2 Sample264

8.2.3 Marking and Data Entry265

8.2.4 Descriptives of the Test Data267

8.2.5 P.C.A. and Varimax Rotation267

8.2.6 Cross-Tabulations269

8.2.7 ANOVA Analyses of Differences between Test Sub-Components270

8.2.8 Analysis of Questionnaire Data271

8.2.9 Conclusions274

CHAPTER9 THE A POSTERIORI VALIDATION OF THE AERT——QUALITATIVE STUDIES281

9.1 Expert Judgments281

9.1.1 Data Collection282

9.1.2 Data Analysis282

9.1.3 Conclusions285

9.2 Student Retrospection285

9.2.1 Data Collection285

9.2.2 Data Analysis286

9.2.3 Conclusions291

9.3 Student Introspection292

9.3.1 Data Collection292

9.3.2 Tape Transcription297

9.3.3 Data Analysis298

9.3.4 Conclusions313

CHAPTER10 CONCLUSIONS316

10.1 An Applied Linguistics Model of Chinese Undergraduates' EAP Reading316

10.1.1 An Applies Linguistics Model318

10.1.2 A Componential Model320

10.1.3 A Model of Chinese Undergraduates'EAP Reading325

10.2 The Operationalizations of the Construct in the AERT327

10.2.1 The Validity of the AERT328

10.2.2 The Reliability of the AERT330

10.2.3 The Reliability of the Test330

10.2.4 Some Other Recommendations334

Bibliography337

Appendices356