大学英语新旧四级对比研究——2006年6月试卷个案分析

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摘要

作为国内最大规模的英语测试，大学英语四六级考试已经问世二十多年。在此

期间，关于它的争论和改革从来都没有停止过。最近的一次改革更是影响重大且意

义深远，同时此次改革也带来了激烈的争论。自从 2004 年教育部公布了大学英语

课程教学要求（试用），四六级的改革便随之开始。到 2006 年六月，新的四级正式

出现，并在全国 180 所试点学校举行。从此，出现了大量关于大学英语新四级的文

章。然而，却鲜有文章对新旧四级进行全方位的对比研究，尤其是关于新四级的具

体效果的文章。鉴于此，作者进行此研究对新旧四级进行全面的对比。

作者采用的研究工具包括新旧四级两套试卷，一张调查问卷，以及一份英语水

平学生自评表。所选取的试卷为 2006 年六月同时进行的新旧两套四级真题试卷，

实验对象为河南财经学院随机选取的一年级两个班级的学生。研究数据主要来源于

实验对象对问卷的回答，学生自评表的结果，和两次测试中学生所取得的成绩。作

者使用包括信度分析、关联度分析和 t检验等方法在内的多种统计分析方法对数据

进行分析，得出如下结论：

第一、两次测试结果的相关性低。结合新旧四级题型及各部分分值的不同分析

表明，与旧四级相比新四级所测试的能力发生明显变化，学生成绩亦发生比较显著

的变化。

第二、问卷调查显示学生偏爱客观题型，然而通过主客观题型的得分情况分析，

此种偏好对主客观题的得分率不具显著影响。

第三、作文施考程序的变化对学生作文成绩有显著影响：在新四级中，作文是

第一项测试，学生易于发挥出更好水平。

第四、调查问卷与测试结果均表明，学生对新增快速阅读和翻译题型能较好适

应，得分率较高。

第五、通过项目分析，作者发现新旧四级中的听力测试均存在问题，有较多题

目的信度较低，难度和区分度不尽恰当。新四级中完型填空整体质量较高，优于旧

四级。

论文最后，作者在以上结论的基础上，对大学英语四级的进一步完善提出了自

己的看法。然而，由于现实原因和作者能力所限，此研究远非完善，诸多问题有待

进一步的研究和探讨。本项研究权当抛砖引玉，作者衷心希望语言教学和测试界专

家学者能在该领域开展更广泛深入的研究，共同促进中国大学英语教学的发展。

关键词：大学英语四级考试信度建构效度对比研究

ABSTRACT

College English Test (CET), as one of the largest English tests in China, has been in

existence for more than two decades, during which period debates over it and reforms of

it have been constantly going on. The recent reform is the most fundamental, but with

heated debates around as ever. Since the issue of the College English Curriculum

Requirements (for trial implementation) in 2004, reform on CET has been under way. In

June 2006, the new CET-4 made its first appearance, and was carried out in the 180

selected trial schools. Hereafter, articles about the new CET-4 have been proliferating.

However, a comprehensive comparability study between the new CET-4 and the old one

has seldom been carried out, especially on the true effects it brings. Hence, the author

attempts to conduct the present research.

To conduct this comparability study, the author adopted such instruments as two test

papers, a questionnaire, and a rating scale. The test papers of June 2006 were chosen for

the prototype tests, and two classes of first-year students of Henan University of Finance

and Economics were chosen as sample subjects. Based on the subjects’ responses to the

questionnaire and rating scale, and their performances of the two sample tests, various

statistical analyses were carried out, including reliability analysis, correlation analysis,

and paired-samples ttests, etc., on the basis of which the following conclusions were

drawn:

First, results of the two tests bear little correlation. With a view to the changes in

contents and weighting, it can be said that the abilities tested have changed to a big

extent, which will affect test performance of students with different abilities.

Second, the questionnaire survey shows that students have a strong preference to

objective test tasks, but this preference doesn’t affect their actual performances

significantly in these two types of tasks: subjective and objective.

Third, the change of procedure of Writing has a big influence upon students’ mind,

and students tend to render better performance in Writing when it is processed in the

beginning of the test which is the case of the new CET-4.

Fourth, the questionnaire and test results show that students are used to the newly

added Skimming and Scanning and Translation.

Fifth, it is found out through item analysis that Listening Comprehension of both

tests has big problems in terms of reliability, facility value and discrimination index.

Cloze of the new CET-4 is better than that of the old one in that fewer items are

problematic.

At the end of the dissertation, the author puts forward his recommendations for the

improvement of the new CET-4 on the basis of the above conclusions. However, this

study is far from perfect due to practical reasons and limitation of the author’s ability.

The author sincerely hopes that experts of language teaching and testing will conduct

deeper and more extensive study in this field so as to make contribution for the

improvement of CET and the development of College English education in China.

Key Words: College English Test Band Four, Reliability, Construct

Validity, Comparability Study

Contents

Acknowledgements

摘要

ABSTRACT

List of Acronyms………………………………………………………………………….i

List of Tables………………………………………………………………………………ii

List of Figures……………………………………………………………………………..v

Chapter One Introduction .................................................................................................... 1

§1.1 Significance of the Study ....................................................................................1

§1.2 Configuration of the Study ................................................................................. 3

Chapter Two Literature Review .......................................................................................... 5

§2.1 College English Teaching Syllabus and College English Test ........................... 5

§2.1.1 History of College English Teaching Syllabus .........................................5

§2.1.2 History of College English Test ................................................................8

§2.2 Fundamentals of Language Testing ..................................................................10

§2.2.1 Development of Language Testing .........................................................10

§2.2.2 Types of Language Tests .........................................................................11

§2.3 Essence of College English Test.......................................................................16

§2.3.1 Nature ..................................................................................................... 16

§2.3.2 Characteristics ........................................................................................ 17

§2.3.3 Construct ................................................................................................ 19

Chapter Three Study Bases ............................................................................................... 21

§3.1 Theoretical Bases ..............................................................................................21

§3.1.1 Test Usefulness ....................................................................................... 21

§3.1.2 Communicative Language Ability ..........................................................23

§3.1.3 A Framework of Test Method Facets……………………………...…..25

§3.1.4 The Comparability-oriented Model ........................................................26

§3.2 Empirical Bases ................................................................................................27

§3.2.1 The Old CET-4 ....................................................................................... 27

§3.2.2 The New CET-4 ......................................................................................29

§3.3 Features to Concern in the Present Study .........................................................30

Chapter Four Comparability Study ................................................................................... 32

§4.1 Study Operation ................................................................................................32

§4.1.1 Subjects .................................................................................................. 32

§4.1.2 Instruments ............................................................................................. 32

§4.1.3 Data Collection .......................................................................................33

§4.2 Data Analysis ....................................................................................................34

§4.2.1 Study on Questionnaire Survey .............................................................. 34

§4.2.2 Study on Test Content and Format ......................................................... 36

§4.2.3 Study on Test-taker Performance ........................................................... 38

§4.2.4 Study on the Self Rating Scale ............................................................... 66

Chapter Five Conclusions and Recommendations ............................................................ 70

§5.1 Study Results .................................................................................................... 70

§5.2 Limitation of the Study .....................................................................................70

§5.3 Recommendations on CET-4 Development ..................................................... 71

§5.4 Further Research ...............................................................................................71

Bibliography…………………………………………………………………...…….…..73

Appendix I Questionnaire ..................................................................................................73

Appendix II Self-Assessment/Peer Assessment Form of Students’ English Competence 76

Appendix III New CET Test Paper of June 2006 and Key ............................................... 79

Appendix IV Old CET Test Paper of June 2006 and Key……………………………..93

在读期间公开发表的论文 ............................................................................................. 107

List of Acronyms

AIID Alpha If Item Deleted

CET-4 College English Test Band Four

CITC Corrected Item-Total Correlation

CLA Communicative Language Ability

COM Comparability-oriented Model

DI Discrimination Index

FV Facility Value

MET Matriculation English Test

RVr1/r2 Result of Part V from Rater One/Two

SD Standard Deviation

SR Self Rating

SRS Total Score of Self Rating

SRn Total Score of Self Rating on Listening, Reading, Writing, and Translation

SRo Total Score of Self Rating on Listening, Reading, and Writing

SRL Score of Self Rating on Listening

SRS Score of Self Rating on Speaking

SRR Score of Self Rating on Reading

SRW Score of Self Rating on Writing

SRT Score of Self Rating on Translation

TMF Test Method Facet

T1 Test One (New CET-4)

T1Rt Test One Reading Comprehension (Total)

T1S Test One Subjective Part

T2 Test Two (Old CET-4)

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摘要：

摘要作为国内最大规模的英语测试，大学英语四六级考试已经问世二十多年。在此期间，关于它的争论和改革从来都没有停止过。最近的一次改革更是影响重大且意义深远，同时此次改革也带来了激烈的争论。自从2004年教育部公布了大学英语课程教学要求（试用），四六级的改革便随之开始。到2006年六月，新的四级正式出现，并在全国180所试点学校举行。从此，出现了大量关于大学英语新四级的文章。然而，却鲜有文章对新旧四级进行全方位的对比研究，尤其是关于新四级的具体效果的文章。鉴于此，作者进行此研究对新旧四级进行全面的对比。作者采用的研究工具包括新旧四级两套试卷，一张调查问卷，以及一份英语水平学生自评表。所选取的试卷为2...

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