高校英语专业阅读测试难度研究——基于人物特征的分析

    
侯艳萍：博士、讲师，历任英语专业四、八级阅卷人。2004年和2009年分别获得上海外国语大学硕士学位和博士学位，师从上海外国语大学博士生导师邹申教授(全国高等学校外语专业教学指导委员会测试办公室负责人)，专门学习英语语言测试。2008年1月至8月美国加利福尼亚大学洛杉矶分校(UCLA)访学，研究英语语言测试。

Acknowledgements
Abstract
摘要
List of Acronyms
List of Tables and Figures
Chapter One Introduction
  1.1 Research background
  1.2 Rationale for the study
  1.3 Purpose of the study
  1.4 Research questions
  1.5 Significance of the study
  1.6 Layout of the dissertation
  1.7 Chapter summary
Chapter Two -Literature Review
  2.1 The nature of reading
  2.2 Models of the reading process
    2.2.1 Bottom-up model
    2.2.2 Top-down model
    2.2.3 Interactive model
    2.2.4 Schema theory
    2.2.5 Bruer's cognitive model of reading process
  2.3 Different modes of reading
  2.4 Factors affecting reading comprehension
    2.4.1 Reader attributes
    2.4.2 Skill factors
    2.4.3 Text characteristics
    2.4.4 Method effects
  2.5 Reading tasks
    2.5.1 Definitions of task
      2.5.1.1 Language learning task
      2.5.1.2 Language using task
      2.5.1.3 Language assessment task
      2.5.1.4 Definition of reading task in this dissertation
    2.5.2 Task difficulty dimensions
      2.5.2.1 Robinson's model of task complexity
      2.5.2.2 Skehan's model of task difficulty
      2.5.2.3 An operational linguistic model of task difficulty
      2.5.2.4 ‘Sources of variation' from Bachman's perspective
    2.5.3 Exploration into multiple-choice reading task difficulty
      2.5.3.1 Readability studies
      2.5.3.2 Other approaches
      2.5.3.3 Interpretation of reading task difficulty in this
research
  2.6 Chapter summary
Chapter Three Research Methodology
  3.1 A proposed framework for TEM-4 reading task difficulty
analysis
    3.1.1 Introduction to the framework
    3.1.2 Profile of new framework
    3.1.3 Definitions and explanations of key terms
  3.2 Research questions
  3.3 Research instruments
    3.3.1 Rating instrument
    3.3.2 Research materials
  3.4 Participants
    3.4.1 Instrument raters
    3.4.2 Test takers
  3.5 Data collection
    3.5.1 Rated variables
    3.5.2 Counted variables
    3.5.3 Mathematically calculated variables
    3.5.4 Data preparation and management
  3.6 Data analysis procedures
    3.6.1 Reliability of ratings
    3.6.2 Descriptive statistical analysis
    3.6.3 Pair-wise correlation
    3.6.4 Exploratory factor analyses (EFA)
    3.6.5 Confirmatory factor analyses (CFA)
    3.6.6 Multiple regression (MR)
  3.7 Chapter summary
Chapter Four Results and Discussions
  4.1 Reliability of ratings
  4.2 Descriptive statistics of reading test in TEM-4 2005 and 2006
  4.3 Standardization of the 85 variables
  4.4 Pair-wise correlation
  4.5 Exploratory factor analyses
  4.6 Confirmatory factor analyses
  4.7 Multiple regression
  4.8 Chapter summary
Chapter Five Conclusions
  5.1 Summary of findings
  5.2 Theoretical implications
  5.3 Methodological implications
  5.4 Implications for language testing practice
  5.5 Limitations of the study
  5.6 Suggestions for further research
  5.7 Chapter summary
Referenees
Appendix A Rating instrument for TEM-4 reading characteristics
Appendix B T score descriptive statistics for task characteristic
variables
Appendix C Pair-wise correlations between item difficulty and
reading task characteristic variables
Appendix D Reading comprehension section of the 2005 TEM-4
Appendix E Reading comprehension section of the 2006 TEM-4