中国大学生英语口语分析性评估体系的构建与效验【2025|PDF下载-Epub版本|mobi电子书|kindle百度云盘下载】

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Chapter 1　Introduction1

1.1　Need for the study3

1.1.1　Students'perspective3

1.1.2　Teachers'perspective4

1.1.3　Purpose of the study5

1.2　Configuration of the study6

1.2.1　Study procedure6

1.2.2　Study questions6

1.3　Significance of the study8

1.4　Layout of the book9

1.5　Summary11

Chapter 2　Literature Review12

2.1　Fundamentals of oral proficiency13

2.1.1　Speech communication and its characteristics13

2.1.2　Essence of speech communication15

2.1.2.1　Language use versus usage15

2.1.2.2　Communicative competence versus linguistic competence17

2.1.2.3　Accuracy versus fluency18

2.1.2.4　Correctness versus appropriateness20

2.1.2.5　Proficiency versus achievement21

2.1.2.6　Process versus product21

2.1.2.7　Synthetic approach versus analytic approach22

2.1.2.8　The learner versus the teacher22

2.1.3　Components of oral proficiency23

2.2　Classification of oral rating scales26

2.2.1　Holistic rating scales26

2.2.2　Analytic rating scales29

2.2.3　Combination of holistic ＆ analytic rating scales32

2.2.4　Integration of holistic ＆ analytic rating scales40

2.2.5　Using analytic rating scales for the project41

2.3　Summary42

Chapter 3　Study Bases44

3.1　Empirical basis44

3.1.1　Syllabus description44

3.1.2　Oral tests of CET ＆ TEM48

3.2　Theoretical basis51

3.2.1　CLA model51

3.2.1.1　Language competence51

3.2.1.2　Strategic competence54

3.2.1.3　Psychophysiological mechanisms55

3.2.1.4　Significance of CLA to OARS55

3.2.1.5　Trait factors of CLA57

3.2.2　Cohen's rating scale for pragmatic speaking58

3.2.3　Nunn's rating scales for small group interaction59

3.2.3.1　Nunn's rating scales of interactive skills60

3.2.3.2　Nunn's rating scales of intelligibility62

3.2.3.3　Significance of Nunn's rating scales to OARS64

3.2.4　Reconsiderations on strategic competence65

3.2.4.1　Classification of strategic competence65

3.2.4.2　Evaluation of nonverbal communication66

3.3　Summary68

Chapter 4　Construction of OARS69

4.1　Needs analysis69

4.1.1　Basic considerations on band descriptors69

4.1.2　Questionnaire construction71

4.1.2.1　The trial questionnaire71

4.1.2.2　Demographic analysis75

4.1.2.3　Data analysis76

4.1.3 Survey results79

4.1.3.1　Demographic analysis79

4.1.3.2　The OARS questionnaire84

4.1.3.3　Data analysis87

4.2　Description of OARS95

4.2.1　Framework of OARS95

4.2.2　Band descriptors of OARS98

4.2.2.1　Band descriptors of organizational competence99

4.2.2.2　Band descriptors of pragmatic competence102

4.2.2.3　Band descriptors of flexible interaction104

4.2.2.4　Band descriptors of nonverbal communication105

4.3　Sample rating107

4.3.1　Sample rating Ⅰ—role-play108

4.3.1.1　Performance analysis108

4.3.1.2　Suggested rating110

4.3.2　Sample rating Ⅱ—discussion114

4.3.2.1　Performance analysis114

4.3.2.2　Suggested rating116

4.4　Summary121

Chapter 5　The Pilot Validation Study123

5.1　Research purpose123

5.2　Research subjects and task124

5.3　Research operation125

5.4　Data analysis127

5.4.1　Prior consideration127

5.4.1.1　Candidates'perspective127

5.4.1.2　Teachers'perspective129

5.4.2　The profound study133

5.4.2.1　Analysis of reliability estimates134

5.4.2.2　Analysis of descriptive statistics136

5.4.2.3　Analysis of construct validity137

5.4.2.4　Analysis of external validity139

5.5　Discussion142

5.6　Summary145

Chapter 6　The Field Validation Study146

6.1　Research purpose146

6.2　Research subjects and task147

6.3　Research operation149

6.3.1　Process of experimental tests149

6.3.2　Rater training150

6.3.3　Collection of data151

6.4　Data analysis152

6.4.1　Study on six types of candidates152

6.4.1.1　Analysis of reliability estimates152

6.4.1.2　Analysis of descriptive statistics153

6.4.1.3　Analysis of construct validity154

6.4.1.4　Analysis of external validity154

6.4.2　Study on 180 candidates158

6.4.2.1　Analyses of reliability estimates160

6.4.2.2　Analyses of descriptive statistics160

6.4.2.3　Analyses of construct validity161

6.4.2.4　Analyses of external validity161

6.4.3　Characteristics of oral English proficiency of Chinese college students164

6.4.4　Comparability study on different types of candidates167

6.5　Discussion172

6.6　Summary178

Chapter 7　Conclusions and Recommendations180

7.1　Validation results180

7.2　Washback effects182

7.2.1　Design of OARS as a model183

7.2.2　Precautions in application of OARS187

7.2.3　Contribution of OARS to oral instruction189

7.3　Existing problems190

7.3.1　Problems with OARS itself190

7.3.2　Problems with the validation study191

7.4　Further research192

7.5　Summary193

Bibliography194

Appendix 1　Empirical Basis213

Appendix 1.1　Requirements for Oral Proficiency of English Majors(Chinese version)213

Appendix 1.2　Requirements for Oral Proficiency ofnon-English Majors(Chinese version)213

Appendix 1.3　Requirements for Pronunciation of English Majors at Band 2 ＆ Band 4(Chinese version)214

Appendix 1.4　Rating Scale ＆ Range Descriptions of CET-SET(Chinese version)215

Appendix 1.5　Range Descriptions of TEM4-Oral(Chinese version)216

Appendix 1.6　Range Descriptions of TEM8-Oral(Chinese version)218

Appendix 2　Questionnaires219

Appendix 2.1　OARS Trial Questionnaire219

Appendix 2.2　OARS Teachers'Questionnaire225

Appendix 2.3　OARS Students'Questionnaire229

Appendix 2.4　Candidate's Questionnaire—the Pilot Study234

Appendix 3　Experiments238

Appendix 3.1　Experimental Test of Sample Rating Ⅰ238

Appendix 3.2　Experimental Test of Sample Rating Ⅱ242

Appendix 3.3　Experimental Test of the Validation Study—Role Cards251

Appendix 4　Data of the Validation Study254

Appendix 4.1　Candidates'Raw Scores on ORAL,TEM4 ＆ TEM8—the Pilot Study254

Appendix 4.2　Raw Scores of Candidates'Ratings—the Pilot Study255

Appendix 4.3　Raw Scores of Raters'Detailed Ratings—the Pilot Study261

Appendix 4.4　Raw Scores of Teachers'Rough Ratings—the Pilot Study265

Appendix 4.5　Sub-total Correlation Matrix—the Pilot Study274

Appendix 4.6　Sub-total Correlation Matrix for English(key)Candidates—the Field Study276

Appendix 4.7　Sub-total Correlation Matrix for Arts(key)Candidates—the Field Study278

Appendix 4.8　Sub-total Correlation Matrix for Science(key)Candidates—the Field Study280

Appendix 4.9　Sub-total Correlation Matrix for Arts(local)Candidates—the Field Study282

Appendix 4.10　Sub-total Correlation Matrix for Science(local)Candidates—the Field Study284

Appendix 4.11　Sub-total Correlation Matrix of RlT for 180 Candidates—the Field Study286

Appendix 4.12　Sub-total Correlation Matrix of RAT for 180 Candidates—the Field Study288

Figure 2.1　Allwright's diagram of communicative competence ＆ linguistic competence18

Figure 2.2　Weir ＆ Bygate's framework of oral proficiency components24

Figure 2.3 Rating scale of IELTS Oral28

Figure 2.4 Oral rating scale of TEEP32

Figure 2.5 Oral rating scale of American FSI interview39

Figure 3.1 Inner structure of language competence52

Figure 3.2　Trait factors of CLA57

Figure 3.3 Cohen's rating scale for pragmatic speaking58

Figure 3.4 Nunn's rating scale of turn-taking ＆ negotiation60

Figure 3.5 Nunn's detailed rating scales of turn-taking ＆ negotiation61

Figure 3.6 Nunn's rating scale of content of contributions62

Figure 3.7 Nunn's detailed rating scales of content of contributions62

Figure 3.8 Nunn's rating scale of pronunciation ＆ intonation63

Figure 3.9 Nunn's detailed rating scales of pronunciation ＆ intonation63

Figure 3.10　Nunn's rating scale of grammar ＆ vocabulary64

Figure 3.11　Nunn's detailed rating scales of grammar ＆ vocabulary64

Figure 4.1 Framework of OARS96

Figure 4.2 Band descriptors of organizational competence99

Figure 4.3 Band descriptors of pragmatic competence102

Figure 4.4 Band descriptors of flexible interaction104

Figure 4.5 Band descriptors of nonverbal communication105

Figure 5.1　Histogram of RAT—the Pilot Study135

Figure 6.1　Histogram of RlT for 180 candidates—the Field Study159

Figure 6.2　Histogram of RAT for 180 candidates—the Field Study159

Figure 7.1　Flowchart of designing OARS183

Figure 7.2　Procedure of needs analysis in designing OARS185

Table 2.1　Holistic oral rating scale of BEC 133

Table 2.2 Analytic oral rating scale of BEC 135

Table 2.3 Overall oral descriptors of BEC 137

Table 2.4 Rating scale of CET-SET40

Table 3.1 Requirements for oral proficiency of English majors45

Table 3.2 Requirements for oral proficiency of non-English majors46

Table 3.3 Requirements for pronunciation of English majors at Band 2 ＆ Band 447

Table 3.4 Requirements for pronunciation of non-English majors47

Table 3.5 Range descriptions of CET-SET48

Table 3.6 Range descriptions of TEM4-Oral49

Table 4.1　Demographic analysis of the trial questionnaire76

Table 4.2 Analysis of the main component of the trial questionnaire77

Table 4.3 Information of respondents to the OARS teachers'questionnaire80

Table 4.4 Information of respondents to the OARS students'questionnaire82

Table 4.5 Components of OARS—Teachers'perspective87

Table 4.6 Components of OARS—Students'perspective89

Table 4.7　t test on components of OARS(Teachers versus Students)92

Table 4.8 t test on components of OARS(English majors versus non-English majors)93

Table 4.9　t test on components of OARS(Arts majors versus Science majors)94

Table 4.10　Reflection of language competence—sample rating Ⅰ108

Table 4.11　Reflection of strategic competence—sample rating Ⅰ109

Table 4.12　Reflection of scores—sample rating Ⅰ113

Table 4.13　Reflection of language competence—sample rating Ⅱ114

Table 4.14　Reflection of strategic competence—sample rating Ⅱ116

Table 4.15 Retflection of scores—sample rating Ⅱ121

Table 5.1 Statistical analysis of candidates'ratings—the Pilot Study127

Table 5.2 Candidates'attitudes towards OARS—the Pilot Study128

Table 5.3 Statistical analysis of raters'detailed ratings—the Pilot Study129

Table 5.4　The correlation matrix of raters'detailed ratings—the Pilot Study130

Table 5.5 Statistical analysis of teachers'rough ratings—the Pilot Study131

Table 5.6　The correlation matrix of teachers'rough ratings—the Pilot Study131

Table 5.7 Raw scores of RA—the Pilot Study133

Table 5.8 Reliability estimates—the Pilot Study136

Table 5.9　Descriptive statistics of the candidates'scores—the Pilot Study136

Table 5.10　Sub-total correlation matrix—the Pilot Study139

Table 5.11　Statistical analysis of outside measures—the Pilot Study141

Table 5.12　Analysis of external validity—the Pilot Study141

Table 6.1　Personal information of candidates—the Field Study148

Table 6.2　Reliability estimates of six sets of scores—the Field Study152

Table 6.3　Descriptive statistics of six sets of scores—the Field Study153

Table 6.4 Analysis of concurrent validity coefficients for English(key)candidates—the Field Study155

Table 6.5 Analysis of concurrent validity coefficients for Arts(key)candidates—the Field Study156

Table 6.6 Analysis of concurrent validity coefficients for Science(key)candidates—the Field Study156

Table 6.7 Analysis of concurrent validity coefficients for Arts(local)candidates—the Field Study157

Table 6.8 Analysis of concurrent validity coefficients for Science(local)candidates—the Field Study157

Table 6.9　Descriptive statistics of RlT ＆ RAT for 180 candidates—the Field Study160

Table 6.10　Analysis of concurrent validity coefficients of RlT for 60 English majors—the Field Study162

Table 6.11 Analysis of concurrent validity coefficients of RAT for 60 English majors—the Field Study162

Table 6.12 Analysis of concurrent validity coefficients of RlT for 120 non-English majors—the Field Study163

Table 6.13 Analysis of concurrent validity coefficients of RAT for 120 non-English majors—the Field Study163

Table 6.14　Descriptive statistics of the candidates'average scores164

Table 6.15　Frequency of candidates'performance on each trait165

Table 6.16　MANOVA 1:Means across six groups167

Table 6.17　Post-Hoc 1:Means across six groups168

Table 6.18　MANOVA 2:Means across three fields169

Table 6.19　Post-Hoc 2:Means across three fields170

Table 6.20　MANOVA 3:Means across two university levels171

Table 6.21　t test:Means across two university levels171