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英语口试中综合式与分析式评分的异同——基于考生话语的分析 总被引：2，自引：0，他引：2
兰春寿 《福建师范大学学报(哲学社会科学版)》2008,(5)
本文依据Upshur and Turner（1999）考试与评分的理论模型,将考生口语产出的话语语言特征作为参照,研究口语考试中综合式与分析式评分的异同。实验结果表明考生口语产出的话语特征中流利度衡量指标之每分钟有意义音节数对两种不同评分模式都产生显著影响;评分员在两种评分过程中都注重考生话语的流利性,忽视语言准确性和复杂性。文章进一步对此进行了分析并从考生话语角度揭示口试评分中误差控制的问题。 相似文献
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黄娟娟 《湖北广播电视大学学报》2013,33(5):122-123
语言运用得体性缺失是大多BEC口试考生普遍存在的问题,这与考生在话语提供的量与质的度上把握不足,不能恰当使用语言衔接手段和话语标识语,以及互动交流中的交际策略与话语轮换技巧不足等有关。这种欠缺恰恰体现了我国英语口语课堂教学中的不足。 相似文献
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《外语教学理论与实践》2010,(2)
利用计算机技术进行大规模口试受到越来越多的关注,《全国大学英语四、六级考试改革方案》也明确提出,"积极研究开发计算机口语测试"。但由于目前国内计算机口试大规模实施不多,这方面的研究和开发也还处在起步和不断改进阶段,对计算机辅助口试的信度和效度研究尚没有关注到考生在口试中的焦虑状况。本文采用实验手段,对比计算机辅助口试与传统面对面口试两种形式中考生的焦虑状况和考试成绩,发现新技术的应用并没有明显加重考生的焦虑程度,也没有显著影响考生口语水平的发挥。实验为计算机口试的信度保证提供了新的有利证据,展示出计算机在英语口语能力测试方面广阔的应用前景。文章最后对发展中的计算机口试系统开发提出改进意见。 相似文献
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目前,全国英语等级考试(public English testsystem以下简称PETS)中的口试考生增长幅度大大超过笔试人数,这在客观上需要大量合格的考官参与口试工作。为了加强对口试的质量监控,保持口试的规范化和评分的一致性,确保口试的效度和信度,笔者作如下研究。一、PETS口试的特征PETS口语测试包含口头表达和听力理解两方面的内容,其基本要素包括语音、语法、词汇、流利程度和听力理解等方面,它建立在“交际语言行为模式”上,重点考查考生的交际能力。交际性语言行为模式是近20年来在外语教学界逐步发展起来的一种新模式。这种模式以语言交际… 相似文献
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肖锋 《通化师范学院学报》2006,(6):I0004-I0004
昨天,报考外语类专业的考生外语口试结束。记者从北京市最大的两个口试考点——北京外国语大学和首都师范大学了解到,今年共18000名考生参加了口试,其中发现一人作弊,约有2000名考生缺考。“今年缺考的考生比去年少。”北外口试相 相似文献
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刘浩 《陕西教育学院学报》2006,22(3):108-110
大学英语教学对听说能力的培养越来越重视，但四、六级口试成绩却并不令人满意。口试中考生常出现的问题与汉英语言和东西方思维方式差异及某些教学环节薄弱密切相关，应据此在语音教学、思维方式和听说能力等方面采取有效措施加以解决。 相似文献
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吕银平 《宁夏师范学院学报》2010,31(5):133-136
高考英语口试是高考英语语言能力的一项主要测试内容,固原市考生的成绩普遍较低,直接影响到考生的口试成绩。分析高考英语口试中听力部分出现的失误和错误做一简单,希望有助于高中英语口语教学和成绩的提高。 相似文献
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马曦 《安庆师范学院学报(社会科学版)》2008,27(5):119-120
汉语水平考试（HSK）高等口试是目前影响最大的汉语口语测试。口语测试应反映考生的真实语言水平,其评分标准也应从六个方面细化、科学化：语篇的自然度、表达形式、表达的清晰度、合适度、信息的精确度和相关的信息量。 相似文献
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上海市计算机辅助高考英语口试的实践研究 总被引：1，自引：0，他引：1
上海市高考英语口语考试是为高校外语及相关专业招生提供选拔参考而设立的考试。随着人们对语言交际功能重要性认识的不断提高,报名参加高考英语口试的考生人数逐年增加(从1999年的四万多已增至2005年的九万多人)。考生规模如此巨大, 面试型口试显然无法操作,因此从2000年开始,上海市高考英语口试采用计算机辅助的方式进行。每年在全市40多个考点中,用两天的时间,完成考试。近千名教师用两天时间,在十个评分点完成评分任 相似文献
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从话语分析角度对比英汉婚礼致辞中的隐喻及其文化模式 总被引：1，自引：0，他引：1
姜鲁宁 《山东教育学院学报》2011,26(2):150-155
婚礼习俗在整个中华文化中有着无可替代的重要地位,但是对中国传统婚礼中的特殊语言现象——婚礼致辞的研究却只局限于社会文化研究及民俗研究层面。文章从话语分析角度对中美两国的英汉婚礼致辞进行对比阐释,揭示两国在婚礼致辞中最常使用的隐喻,并分析与其相应的社会文化模式。一方面证明了婚礼致辞是一种特殊的话语行为,其中包含着丰富的隐喻表达,不同国家因受到其社会文化模式的影响,既有相同点,又都各有特点;另一方面也说明,一个社会的文化模式会影响人们的话语表达,而话语表达又可以鲜明地反映出整个社会的文化,两者相辅相承,密不可分。研究婚礼致辞的隐喻表迭,对社会发展,对文化进步以及我们的现实生活都有着重要而积极的意义。 相似文献
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ABSTRACTDiscourse has featured in studies of educational policy as an analytic and methodological tool, theoretical frame, realm of implication, and even a foundational definition of educational policy itself (e.g.) Despite the centrality of discourse as a frame for exploring educational policy and its implications, the ways that discourse is defined or operationalized in educational policy research are often left implicit which can lead to murky relations to larger onto-epistemological questions of how we construct findings from data as well as the nature of policy. In this interpretive analysis, we synthesize a corpus of 37 peer-reviewed journal articles that bring together educational policy and analyses of discourse from varying theoretical and methodological perspectives in order to better understand the breadth and scope of how discourse is defined and operationalized in studies of educational policy, including in ways that are sometimes incommensurate with authors' stated theoretical and methodological positions. After first laying the theoretical groundwork for analyses of discourse in the field of educational policy, we then illustrate how discourse analysis is used differently, and sometimes inconsistently, within contested paradigmatic landscapes. We conclude with an argument for discussions across theoretical frameworks and methodological paradigms about how the concept of discourse lends itself to different epistemological vantage points on educational policy. 相似文献
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陈黎峰 《宁波教育学院学报》2012,(1):89-92
多模态话语分析已成为目前话语研究的热点之一。本研究结合多模态符号学理论框架,通过对宁波市物流企业网站动态广告的解构,分析现状,提出整合各种符号资源、优化信息设计的较完整的评价方法,以期提高物流企业动态网站广告语篇的设计和应用水平,为宁波物流业形象的提升提供理论和实践上的指导和借鉴,以更好地迎接全球化环境所带来的机遇和挑战。 相似文献
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Pol Ghesquière 《International Journal of Disability, Development & Education》2004,51(2):217-222
In this concluding article we discuss how the different contributors of this special issue deal with the methodological challenges in special needs education research. The shift from an individual perspective towards an interactional and systemic point of view in special educational needs research has introduced research methods that are able to describe the complexity and the recursiveness of the social reality under study. The different studies presented in this issue provide interesting illustrations of some of these methods. The discussion of these studies makes it clear that social cultural theory is a useful framework for research on special needs education. It is suggested that in their investigations researchers should attach importance to the meaning of discourse and keep their minds open to change and new challenges. 相似文献
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张婧 《江西教育学院学报》2012,33(1):125-128,140
演说辞作为一种鼓动性的语言是西方文化宝库中的瑰宝。互文性与隐喻在演说辞中被广泛使用,本文从一个新角度,把两者结合起来,研究作为一种修辞手段和认知模式的隐喻出现在互文性话语中的语篇功能。通过研究,我们发现演说辞中的互文性所体现隐喻的语篇功能包括隐喻的衔接、连贯功能,隐喻的意识形态功能和游说功能,这些功能语篇价值体现发挥重要作用。 相似文献
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While an increasing body of Australian and international research has explored the relationship between media and education, few studies have examined this relationship in the context of early childhood education. This paper contributes to this research gap by reporting on a corpus-assisted discourse analysis of how childcare is represented in 801 newspaper texts from six Australian newspapers. As a foundational paper of a broader study investigating public and political influences on parents’ childcare choices, the paper details the use and utility of corpus linguistic tools for exploring the discourse construction of childcare in a large corpus of media texts. It also highlights the value of analysing media corpora via media ownership, focusing on the two dominant Australian media organisations, Fairfax and News Corp. Analyses reveal similarities but also key differences in the representation of childcare in Fairfax and News Corp newspapers. In Australia, print media still sets the daily media agenda and reflects the dominant discourse constructions surrounding major public issues. Accordingly, the beliefs, practices and decision-making of current and potential parent users of formal childcare may be differentially influenced depending not just on their (direct or indirect) access to print media, but by the format (tabloid or broadsheet) and thus ownership (Fairfax or News Corp). 相似文献
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Comparability between different educational qualifications is an important issue within policy discourse in the UK. In this context, the comparability of qualification demands has been explored through the use of expert human judgement. The involvement of human judgement in estimating assessment demands has consequences for methodology. This review considered the ways that the Kelly's Repertory Grid (KRG) technique has been used to compare assessment demands over recent years. The review involved the identification and analysis of research documents as well as consideration of the original theory on which the KRG method was founded. This article describes how the technique has been adapted as it has shifted from its original psychotherapeutic context to be used in educational assessment and comparability studies. The review also explored possible disadvantages that stem from these adaptations, leading to recommendations to ensure the validity of findings when using the technique in educational assessment studies. 相似文献
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Anna O. Soter Ian A. Wilkinson P. Karen Murphy Lucila Rudge Kristin Reninger Margaret Edwards 《International Journal of Educational Research》2008,47(6):372-391
The purpose of this study was to validate and extend the findings of an exhaustive literature search in Year 1 and a meta-analysis in Year 2 of a 3-year project in which nine (9) small-group discussion approaches were identified. Having identified parameters of discussion that were, to a greater or lesser extent, present in these nine discussion approaches, our goal in the study being reported in this paper, was to evaluate the nine discussion approaches on a common set of discourse features known to characterize ‘quality’ discussions. Although there is overlap among some studies in the nature of the measures used, the extant literature does not afford a uniform basis on which to evaluate student talk as an indicator of student understanding and critical thinking. In the present study, we identified features of classroom discourse that might serve as proximal indices of students’ learning and comprehension and we employed each of these proximal indices in analyzing and evaluating the discourse samples solicited from the proponents of the discussion approaches. 相似文献