Исследование сложности задачи в тесте языка на типе задачи
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&[ldquo;任务]&[rdquo;被认为是评价学习者语言运用能力的有效工具，但如何确定任务的难度却一直是个悬而未决的问题。本书在收集大量相关数据的基础上，系统研究了这一课题，构建了以]&[ldquo;输入]&[mdash;信息处理]&[mdash;输出]&[rdquo;为核心的任务难度分析框架，并利用一系列综合因素对测试任务进行难度分析。......]
1.1 The Nature of the Problem
1.2 Defining the Problem
1.3 Purpose of Investigations
1.4 Significance of the Study
1.5 Organization of Thesis
[Chapter2 English Teaching and Language Testing in China]
2.1 English Education in China
2.1.1 Student Population
2.1.2 Teacher Resources
[ 2.1.3 Instructional Time for Language Learning]
2.1.4 Management System
[ 2.1.5 Textbooks and Teaching Resources]
2.1.6 Trends of Development
[ 2.2 Communicative Language Teaching and the National English Curriculum Standards]
[ 2.2.1 Communicative Language Teaching]
[ 2.2.2 The National English Curriculum Standards]
[ 2.3 Current Problems in English Teaching in Schools]
[ 2.3.1 The Curriculum Objectives and Language Assessment]
[ 2.3.2 Curriculum, Teaching and Testing: Problems]
[ 2.4 Task-Based Approaches to the Problems]
[ 2.4.1 Task-Based Language Teaching: Challenges]
2.4.2 Task-BasedAssessment
2.5 Summary
[Chapter 3 Literature Review: Language Testing, Task-Based Assessment, and Task Difficulty]
[ 3.1 Language Testing: Issues and Problems]
3.2 Communicative Language Testing
3.2.1 Basic Issues
3.2.2 Commtmicative Tests: Models
[ 3.3 Task-Based Approaches and Performance Assessment]
[ 3.3.1 Some Research Questions in Task-Based Approaches]
[ 3.3.2 Task-Based Approaches to Testing]
[ 3.3.3 Cognitive Dimensions: Information-ProcessingApproaches]
[ 3.3.4 Implications for Language Assessment]
3.4 Assessing Task Difficulty
3.4.1 Defining Task Difficulty
[ 3.4.2 Sequencing Tasks: Rationale and Task Difficulty Factors]
3.4.3 Designing Tasks
3.5 Task Difficulty Matrix
3.5.1 The Norris-Brown et aL's Studies
3.5.2 Problematizing Norris et al's Matrix
[ 3.6 Rater Training and Objective Measures]
[ 3.6.1 Task Difficulty Matrix: Rater Training]
[ 3.6.2 Measuring Task Performance: The Discourse Analysis Measures]
Chapter 4 Research Methods
4.1 Research Design
4.2 Method
4.2.1 Participants
4.2.2 Effective Tasks
[ 4.2.3 Establishing the Difficulty of Tasks]
4.2.4 Qualitative Analyses
4.2.5 Rater Training
[ 4.2.6 Measuring Student Written Performance]
4.3 Data Summary and Data Analysis
4.3.1 TBAReliability
4.3.2 TBA Validity
4.3.3 Data Analysis
[Chapter 5 Task Difficulty Matrix I: Evolving the IPO Task Difficulty Matrix]
5.1 Application of Norris et aL's Matrix
[ 5.1.1 Study One: Application of Norris et al.]'s Matrix
[ 5.1.2 Studies Two, Three, and Four: Applications of the Norris et al.]'s Matrix
[ 5.2 The Input-Processing-Output Task Difficulty Matrix]
[ 5.2.1 Establishing the Matrix: Input-Processing--Output by Content-Form-Support]
[ 5.2.2 Study Five: Applying the IPO-CFS Task Difficulty Framework]
[ 5.2.3 StudySix: Refining the Task Difficulty Framework : IPOby Extended CFS]
[ 5.2.4 Study Seven : Refining the Task Difficulty Frarnework : IPO by Extended CFS]
5.2.5 Self-Report Written Data
[ 5.2.6 Study Eight: Refining the Task Difficulty Framework:Integrated IPO by ILPS]
[ 5.3 Task Difficulty Component Analysis]
[ 5.3.1 Component Analysis and the Refined IPO Matrix]
[ 5.3.2 StudyNine: Refining the Task Difficulty Framework : IPOby Reduced ILPS]
[ 5.3.3 StudyTen: Refining the Task Difficulty Framework : IPOby Reduced ILPS]
[Chapter 6 IPO Task Difficulty Matrix II: Dimensions and Components]
[ 6.1 The Construction of the Task Difficulty Matrix]
[ 6.1.1 Definitions of Dimensions and Their Characteristics]
[ 6.1.2 Definitions of the Task Components in Operational Terms]
6.2 ACompadson between Brown etal.&[#39;s Matrix and the IPO Task Difficulty Matrix]
6.2.1 Similarities
6.2.2 Differences
6.3 The Original Research Questions
6.3.1 Research Question 1
6.3.2 Research Question 2
6.3.3 Research Question 3
6.3.4 Research Question 4
6.4 Summary
[Chapter 7 Rater Training for IPO Task Difficulty Matrix]
7.1 Rationale
[ 7.2 Study 11: A Pilot Study for Rater Training]
7.2.1 Materials and Raters
7.2.2 Procedures
7.2.3 Results
[ 7.3 Study 12: Establishing Expert Ratings]
7.3.1 Tasks and Instruments
7.3.2 Experts and Procedures
7.3.3 Results
7.4 Study 13: Rater Training
7.4.1 Raters and Materials
7.4.2 Procedures
7.4.3 Results
7.5 Discussion and Implications
[ 7.5.l Discussion: Rater Training and Standardization]
[ 7.5.2 Implications for the Rater Training]
[Chapter 8 Discourse Measures for Student Performance]
8.1 Research Methods
8.1.1 Participants
8.1.2 Writing Tasks
[ 8.1.3 Task Instructions and Formats]
8.1.4 Discourse Analysis Measures
8.1.5 Setting and Procedures
8.2 Results and Analysis
8.2.1 Discourse Measure Results
[ 8.2.2 Discourse Measure Correlations]
[ 8.2.3 Analytical Rating Results and Discourse Measures]
8.2.4 Students' Perceptions of the Writing Tasks
[ 8.3 Discussions and Impact of Conditions on Discourse Measures]
8.4 Conclusions
Chapter 9 Conclusions and Implications
9.1 Summary of Research Findings
[ 9.2 Implications, Reflections, and Future Research]
[ 9.2.1 Tasks and Task-Based Assessment]
[ 9.2.2 Language Teaching and Learning]
9.2.3 Reflections and Limitations
[ 9.2.4 Suggestions for Future Research]
9.3 Conclusions
References
Appendices......
............ &[ldquo;任务]&[rdquo;被认为是评价学习者语言运用能力的有效工具，但如何确定任务的难度却一直是个悬而未决的问题。本书在收集大量相关数据的基础上，系统研究了这一课题，构建了以]&[ldquo;输入]&[mdash;信息处理]&[mdash;输出]&[rdquo;为核心的任务难度分析框架，并利用一系列综合因素对测试任务进行难度分析。这一研究为分析语言测试中的任务难度提供了可靠的理论依据，为测试者选择任务提供了分析的模板。本书对于如何进行任务型语言评价研究具有较高的参考价值。 ......]........................