时间：2018年6月5日晚18:00
地点：东五201（东）
Comparability of different reading test forms: a case study of Zhejiang university English proficiency test (ZJUEPT)
阮吉飞
Abstract: Zhejiang University English Proficiency Test (ZJUEPT) is an in-house institutional test of high-stakes nature because it is used as an exit requirement for non-English majors at Zhejiang University. ZJUEPT consists four test components: listening, reading, speaking, and writing. The reading test is divided into two parts: the first part is two careful reading passages with five multiple choice questions each; and the second part is a cloze test with ten blanks. ZJUEPT reading test adopts several different test forms at the same time to ensure test security. Furthermore, test-takers can choose to take the test at any time and they take this test multiple times if he/she once failed, which means that different forms of the reading test should be parallel, or equivalent, regardless of the test time, session or setting. However，such equivalency is still pending for scrutiny. Besides, the current design and selection of the reading texts employed mainly relies on experienced examiner and expert judgement but with little quantitative evidence support. Meanwhile, advances in computerized textual analysis and have now made it feasible to provide more quantitative approaches focusing analytically on a wide range of text characteristics. Therefore, this study attempts to compare the careful reading texts and cloze texts (whose blanks are filled for comparison purpose) separately. The purpose of this study is threefold: first, text topics will be summarized and categorized into different subgroups to see the topic coverage and analytic tools such as Web VocabProfile and Coh-Metrix will be used to investigate the text comparability quantitatively; second, questionnaire adopting the authentic test texts will be used to find out test-taker’s perception towards the texts; and third, item difficulty distribution will be examined to evaluate the text quality. This comparability study will provide possible guideline for text selection and may have practical implications for developing reading texts in high-stakes tests in the future.
Key words: ZJUEPT, text difficulty; text comparability; reading test;
认知心理学视角下外国汉语学习者的别字偏误分析
田婉宁
摘要：不同于拼音文字，汉字是音、形、义一体的三维系统，汉字的习得和书写背后存在着特殊而复杂的心理机制。别字是汉字书写中一类常见的偏误，本研究选取日本（汉字文化圈、日语）、韩国（汉字文化圈、韩语）和英美（非汉字文化圈、英语）三种母语背景的学习者在汉语限时命题写作任务中的别字偏误为研究对象，以北京语言大学HSK动态作文语料库为语料来源，通过定量和定性分析，从认知心理学视角探讨不同母语背景学习者别字偏误的共性和差异。研究发现不同母语背景的汉语学习者在别字偏误上都出现了音同（近）形异字、音同（近）形近字、音异形近字和音异形异字几大类，但在分布特征上有所差异。研究认为非汉字圈学习者在汉字书写产生时更倾向于借助语音中介，而汉字圈学习者则更多地表现出了正字法信息自主的潜力。
高风险英语考试中的写作任务类型研究
张煜杰
摘要：本研究探讨不同任务复杂度的写作任务对写作产出的影响。在梳理前人研究的基础上，本文对我国高考英语改革后出现的三种写作题型——应用文写作、读后续写和概要写作进行了实证研究，通过分析高、低水平组各90名学生的作文发现：1）综合性写作任务最能反映考生的真实语言水平，其中读后续写与学生的水平相关度最高；2）综合性写作的句法更为复杂，其中读后续写的从属结构更为复杂，而概要写作则有更多并列结构和名词性复杂短语；3）高、低水平组学生在三种写作任务类型的句法复杂度上均未表现出显著差异，但在词汇方面的差异较大。根据我们的发现，我们认为综合写作有较好的促学效果，并提出了相关建议以帮助考生提高写作能力与交际水平。
关键词：写作任务类型；任务复杂度；综合写作；读后续写；概要写作
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外语学院研究生科
外语学院研究生会
2018年5月31日
