文摘
英文文摘
Acknowledgements
Chapter One Introduction
1.1 Background of the Thesis
1.2 Objectives of the Thesis
Chapter Two Language Testing and Teaching
2.1 Definition of Test
2.2 Classification of Language Tests
2.2.1 Achievement / attainment tests
2.2.2 Proficiency tests
2.2.3 Aptitude tests
2.2.4 Diagnostic tests
2.2.5 Other test categories
2.3 The Development of Language Testing
2.3.1 The pre-scientific stage
2.3.2 The psychometric-structuralist stage
2.3.3 The psycholinguistic-sociolinguistic stage
2.3.4 The communicative-pragmatic stage
2.4 Understanding Communicative Language Testing
2.4.1 Development of communicative competence theory
2.4.2 Language proficiency
2.4.3 Main features of communicative language tests
2.5 Relationship Between Language Testing and Teaching
2.5.1 Teaching as information provider for tests
2.5.2 Backwash of testing on teaching
2.6 Requirements of a Good Test
2.6.1 Validity
2.6.2 Reliability
2.6.3 Practicality
2.6.4 Positive backwash effect
2.6.5 Achieving the balance of the four qualities
Chapter Three Problematic Aspects of the CET
3.1 Invalid Factors in CET
3.1.1 Face validity of CET
3.1.2 Content validity of CET
3.1.3 Construct validity of CET
3.1.4 The multiple-choice item type
3.1.5 Cloze test
3.2 Unreliable Factors in CET
3.2.1 Compound dictation
3.2.2 The writing test
3.3 The Impact of CET on College English Teaching and Learning
Chapter Four Constructing University-Based Communicative English Test
4.1 Necessity of the University-Based Communicative English Test
4.1.1 The close tie between teaching and testing
4.1.2 Great differences between universities
4.2 Feasibility of the University-Based Communicative English Test
4.2.1 The awareness of English as a tool of communication
4.2.2 Modern equipments available
4.2.3 Advantages of small scale test
4.3 A Framework of the New College English Test
4.4 Main Features of the New College English Test
4.5 Examples of Communicative Test Tasks for the NewCollege English Test
4.6 Limitations of the New College English Test
4.6.1 Higher validity at the expenses of the reliability
4.6.2 Limited practicality for heavy-burdened teachers
4.7 Balance Between CET and the New College English Test
Chapter Five Conclusion
References
APPENDIX大学英语等级考试问卷调查
