英语高考试题历时研究 —从交际语言测试角度分析

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摘要

作为中国最大规模的英语测试，全国英语高考已经发展了三十多年。在这期

间英语高考担负着提高中学生英语素质和为大学选拔人才的重要作用。对于英语

高考的分析不计其数，但有关试卷的理论基础和整体构造的研究并不多，对于该

测试三十多年发展的历时研究更是凤毛麟角。英语高考是不是随着语言测试理论

的发展而发展，是不是充分测试了学生的英语运用能力？为此，本文作者从交际

语言测试的角度出发对英语高考试题作了历时研究。

作者首先对语言测试理论和交际能力的发展做了回顾，并且按照学术界公认

的方法把测试理论分为“前科学时期”，“心理测量-结构主义时期”，“综合-社会语

言学时期”，和“交际语用时期” 四个阶段。作者总结了不同时期不同语言学家

对语言测试特点的看法，并且根据Bachman的交际语言能力（CLA）模型和语言测

试方法因素针对英语高考特征提出了“历时研究模型”。

该模型从形式、内容和测试表现三个方面对试卷进行分析。作者根据试卷在

结构、分值和内容上的变化把英语高考分成四个阶段（1978-1988，1989-1993，

1994-2000和2001-2008）。并选取最有代表性的四份试卷（1985，1993，1996和2008）

进行了深入的案例分析。

研究结果显示英语高考在形式上趋于多元化，从最初的单一语言形式转移为

语言和非语言形式（如图画和表格）的综合运用。在内容上它已经从纯粹的语法

测试改变为对综合能力和交际语言能力的测试，并且针对这些转变在试题编排和

分值上发生了相应的变化。测试表现部分由河南省郑州市七十四中学的五十名应

届高三学生配合完成。为保证测试结果的真实性，作者把四份试卷内容重新整合，

由任课教师作为高考前模拟试卷发放给学生，在规定的课堂教学时间内独立完成。

然后根据各试卷的评分标准进行了评分。为确保评分信度，对于主观题（写作）

部分，作者请两位资深高考英语阅卷教师作双评分（评分员间相关系数达到0.7以

上），并取其平均分作为学生最后得分。对试测结果的信度和构想效度分析结果显

示，高考英语试卷随着时代的发展，其信度和构想效度得到了提高。但不容忽视

的是，该测试在内容上对语法和单一知识点的测试还是占了很大的比重。

最后，作者对高考英语提出了一些具体建议。虽然作者精心设计并实施这项

研究，但还不够完善。本文权当抛砖引玉，希望可以为高考英语的发展出一份力。

关键词：全国高考英语测试历时研究交际测试交际能力

历时研究模型

iii

ABSTRACT

As the biggest and most influential test, NMET has undergone more than 30 years,

during which it has played an important role in improving students’ quality and

selecting candidates to enter colleges and universities. Analyses on it are innumerable

every year, but most of them focus on test paper itself for the aim of improving students’

testing skills. Studies on NMET from the aspects of theoretical bases and overall

structure have hardly been done before. Whether NMET follows the process of

linguistic theory and whether NMET really tests students’ communicative ability

become the starting point of the paper.

The author firstly reviewed the history of language testing theory and

communicative competence, and classified language testing theory into four periods,

namely, Pre-scientific period, Psychometric-structuralist period, Integrative-

sociolinguistic period and Communicative-pragmatic period. Basing on the features of

communicative testing, Bachman’s Communicative Language Ability (CLA) model,

and the Test Method Facet, the author proposed a longitudinal study model for the

present thesis.

The model includes three components: Format, Content and Test Performance.

According to the changes of NMET on structure, weighting and content, the author

divided NMET into four phases (1978-1988，1989-1993，1994-2000 and 2001-2008),

and chose one representative test paper from each phase (1985, 1993, 1996 and 2008).

Then case studies on the four representative test papers were carried out based on the

longitudinal study model.

Study results show that NMET has tended to be more diversified in the aspect of

format. It has shifted from the pure language format use to the integrative use of

language and nonlanguage input, such as pictures and tables. As far as content is

concerned, it has switched from grammatical checking to integrative and

communicative language ability checking, and has made corresponding adjustments in

the aspects of item editing and weighting. Test Performance was carried out by 50

students of Grade Three from No. 74 Zhengzhou High Middle School, Henan Province.

In order to ensure the authenticity of test performance results, the author reorganized the

different parts of the four test papers. Students were required to do them as simulation

papers of NMET during class time under the monitoring of their teachers. Their papers

were then scored according to scoring criteria of NMET. To ensure rater reliability, the

author invited two experienced NMET raters to rate the subjective part (Writing)

independently. Under the condition that inter-rater correlation coefficient reached more

than 0.7, the author calculated their mean score as students’ final score.

At last, the author puts forward some suggestions on the future development of

NMET. Although the author has made great efforts to devise and carry out this study, it

is far from perfect. This study, therefore, serves as an invitation to further research so

that the ultimate goal of improving NMET development can be achieved.

Key Words: NMET, longitudinal study, communicative language

testing, communicative competence, longitudinal study

model

List of Acronyms

CET College English Test

CET-4 College English Test Band 4

CET-6 College English Test Band 6

CLA Communicative Language Ability

EFL English as a Foreign Language

ESL English as a Second Language

MET Matriculation English Test

NEECE National English Examination for College Entrance

NMET National Matriculation English Test

PETS Public English Testing System

PRETCO Practical English Test for Colleges

TEM Test for English Majors

TEM-4 Test for English Majors Band 4

TEM-8 Test for English Majors Band 8

TLU Target Language Use

TOEFL Test of English as a Foreign Language

TOEIC Test of English for International Communication

List of Tables

Table 3.1 Layout of the first phase..................................................................................23

Table 3.2 Layout of the second phase.............................................................................24

Table 3.3 Layout of the third phase.................................................................................26

Table 3.4 Layout of the fourth phase.............................................................................. 27

Table 4.1 Format of NEECE 1985..................................................................................32

Table 4.2 Layout of NEECE 1985 .................................................................................. 33

Table 4.3 Descriptive statistics of NEECE 1985............................................................ 37

Table 4.4 Correlation coefficient matrix of NEECE 1985..............................................38

Table 4.5 Format of MET 1993 ...................................................................................... 38

Table 4.6 Layout of MET 1993 .......................................................................................39

Table 4.7 Descriptive statistics of MET 1993 .................................................................44

Table 4.8 Correlation coefficient matrix of MET 1993 .................................................. 44

Table 4.9 Format of NMET 1996 ....................................................................................45

Table 4.10 Layout of NMET 1996 ..................................................................................46

Table 4.11 Descriptive statistics of NMET 1996............................................................ 51

Table 4.12 Correlation coefficient matrix of NMET 1996............................................. 51

Table 4.13 Format of NMET 2008 ..................................................................................52

Table 4.14 Layout of NMET 2008 ..................................................................................53

Table 4.15 Comparison on cloze across four years.........................................................54

Table 4.16 Comparison on reading comprehension across four years............................55

Table 4.17 Descriptive statistics of NMET 2008............................................................56

Table 4.18 Correlation coefficient matrix of NMET 2008............................................. 57

vii

List of Figures

Figure 2.1 Bachman’s CLA model....................................................................................6

Figure 2.2 Bachman’s language use model.......................................................................8

Figure 2.3 Areas of language knowledge ..........................................................................9

Figure 3.1 Davies’ continuum categories........................................................................19

Figure 3.2 Authenticity................................................................................................... 20

Figure 3.3 Categories of test method facet ..................................................................... 21

Figure 3.4 Model of the longitudinal study.................................................................... 28

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摘要：

ii摘要作为中国最大规模的英语测试，全国英语高考已经发展了三十多年。在这期间英语高考担负着提高中学生英语素质和为大学选拔人才的重要作用。对于英语高考的分析不计其数，但有关试卷的理论基础和整体构造的研究并不多，对于该测试三十多年发展的历时研究更是凤毛麟角。英语高考是不是随着语言测试理论的发展而发展，是不是充分测试了学生的英语运用能力？为此，本文作者从交际语言测试的角度出发对英语高考试题作了历时研究。作者首先对语言测试理论和交际能力的发展做了回顾，并且按照学术界公认的方法把测试理论分为“前科学时期”，“心理测量-结构主义时期”，“综合-社会语言学时期”，和“交际语用时期”四个阶段。作者总结了不同时...

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