《中國(guó)英語(yǔ)能力等級(jí)量表》為國(guó)內(nèi)各種英語(yǔ)考試提供了科學(xué)的能力測(cè)評(píng)標(biāo)準(zhǔn),同時(shí),也對(duì)統(tǒng)一我國(guó)英語(yǔ)測(cè)試的難度標(biāo)準(zhǔn)和建立分級(jí)題庫(kù)提出了新的要求。閱讀能力測(cè)試是我國(guó)英語(yǔ)測(cè)試體系中很重要的一部分,其中閱讀理解這一題型是測(cè)量學(xué)生閱讀能力的一種最常用方法,因此實(shí)現(xiàn)對(duì)英語(yǔ)測(cè)試中閱讀理解題型的難度控制是確保試題質(zhì)量的關(guān)鍵因素。在以往的相關(guān)研究中,大多數(shù)都將文本和題目對(duì)閱讀理解測(cè)試產(chǎn)生的影響分開來(lái)討論,但閱讀理解測(cè)試是文本和題目?jī)烧叩慕y(tǒng)一體,單一地探討其中一個(gè)方面造成的影響顯然是不夠全面客觀的。因此,本文將文本特征和題目特征都納入到影響閱讀理解測(cè)試難度的因素之中,并將文本特征進(jìn)一步細(xì)化為詞匯難度、句法難度、文本難度三個(gè)維度,將題目特征定義為閱讀能力要求、范圍、直接程度三個(gè)維度,在此基礎(chǔ)上構(gòu)建了閱讀理解測(cè)試難度影響因素的分析框架。本研究以2015年至2019年英語(yǔ)高考全國(guó)卷為研究對(duì)象,對(duì)其中56篇閱讀理解文本和所對(duì)應(yīng)的210道題目進(jìn)行了實(shí)證研究,通過(guò)定性分析和定量分析相結(jié)合的方法得出了以下結(jié)論:首先,在文本特征層面上,句法難度和文本難度對(duì)閱讀理解測(cè)試難度的影響作用是顯著的,從他們的相關(guān)性系數(shù)(句法難度r=-0....

【文章頁(yè)數(shù)】：60 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Questions
    1.3 Research Objectives
    1.4 Theoretical Framework
        1.4.1 Embretson and Wetzel’s Reading Comprehension Processing Model
        1.4.2 Bachman and Palmer’s Language Task Characteristics Framework
    1.5 Definitions of Terms
    1.6 Significance of the Study
    1.7 Organization of the Study
Chapter Two Literature Review
    2.1 Researches on Text Features
        2.1.1 The Development of Text Features’Researches
        2.1.2 The Online Text analyzer“Languagedata.net/tester”
    2.2 Researches on Question Features
        2.2.1 The Reading Competence Requirements
        2.2.2 The Scope
        2.2.3 The Directness
    2.3 The Concept and Calculation of Test difficulty
Chapter Three Research Methodology
    3.1 Research Design
    3.2 Research Subjects
    3.3 Research Instruments
    3.4 Research Procedure
Chapter Four Findings and Discussion
    4.1 Overall Performance of Text Features and Question Features
        4.1.1 The Performance of Text Features
        4.1.2 The Performance of Question Features
    4.2 Analysis of the Correlation between Each Sub-factors and Test difficulty
        4.2.1 The Correlation between Text Features and Test difficulty
        4.2.2 The Correlation between Question Features and Test difficulty
        4.2.3 Comparison of the Correlation between Each Sub Factor and Test difficulty
        4.2.4 The Establishment of Monadic Linear Regression
    4.3 Discussion on the Factors Influencing the Test difficulty of Reading Comprehension
        4.3.1 Discussion on the Influence of Lexical Difficulty on Test difficulty
        4.3.2 Discussion on the Influence of Syntactic Difficulty on Test difficulty
        4.3.3 Discussion on the Influence of Text Difficulty on Test difficulty
        4.3.4 Discussion on the Influence of Reading Competence Requirements on Test difficulty
        4.3.5 Discussion on the Influence of Scope on Test difficulty
        4.3.6 Discussion on the Influence of Directness on Test difficulty
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations and Suggestions for Further Studies
Bibliography
Appendix
Acknowledgements
攻讀學(xué)位期間參與的科研活動(dòng)及取得的學(xué)術(shù)成果



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