作者：楼荷英著
页数：205
出版社：浙江大学出版社
出版日期：2018
ISBN：9787308186070
电子书格式：pdf/epub/txt
内容简介
该著作运用混合法研究我国大规模英语口试环境下考生性格对其口语测试表现的影响。共分五大章：章介绍研究背景、目的、意义和研究问题等；第二章综述靠前外配对（组）口试效度尤其是受试性格特征的对话者效应方面的研究历史与现状，评述Bachman &Palmer AUA模型；第三章阐述研究方法和步骤；第四章定量和定性结合研究受试性格与其口试中互动能力表现之间的关系；第五章运用展演论、AUA模型讨论研究发现的原因，分析本研究对于语言测试研究方面的理论意义和实际应用价值、对中国大学英语教学的启示等。
作者简介
楼荷英，浙江大学英语语言文学博士，教授，硕士生导师。现为浙江工业大学外国语学院副院长。从事外国语言学及应用语言学专业教学与研究，研究方向为语言测试、二语习得。主持省部级科研、教改项目多项。在外语教学与研究出版社出版“十一五”规划教材《新编大学英语》，在浙江大学出版社出版著作、教材等十余部，在《外语教学与研究》《外语教学》《外语电化教学》《外语界》《外语研究》《社会科学战线》等核心期刊发表论文多篇。
本书特色
《受试者性格与其英语互动交际能力的关系：基于混合法的研究》采用自然数据，基于Bachman 和Palmer（2010）的评估使用论据（Assessment Use Argument, 简称AUA）模型，采用定量和定性相结合、细化话语分析法、展演论，分析了我国大学英语考试口语测试中考生的性格与其口语交际能力的关系，旨在对这项语言测试的信度进行探讨。本书在研究视角、理论框架及研究方法方面具有一定的创新。尝试使用AUA框架开展效度验证，对传统的效度验证框架是一个很好的补充。同时，本研究的发现对我国大学英语教学、口语测试开发及评分量表的设计具有一定的借鉴意义。
本书共分五章：最章介绍研究背景、目的、意义和研究问题等；第二章综述国内外配对（组）口试效度研究的历史与现状，评述Bachman &Palmer AUA模型；第三章阐述研究方法和步骤；第四章采用定量和定性结合的研究方法，探讨受试者性格与其口试中互动能力表现之间的关系；第五章运用展演论、AUA模型讨论研究结果的原因，分析本研究对于语言测试研究方面的理论意义和实际应用价值、对中国大学英语教学的启示等。
目录
1．1 Context of the Study
1．2 Purpose of the Study
1．3 Significance of the Study
1．4 Research Questions
1．5 Definitions of the Key Terms
1．6 Organization of the Book
Chapter 2 Literature Review
2．1 The Paired （Group） Oral Test
2．2 Empirical Researches on the Paired （Group） Oral Test
2．2．1 Researches on the Reliability of the Paired （Group） Oral Test
2．2．2 Researches on the Validity of the Paired （Group） Oral Test
2．2．2．1 Interlocutor effect of language proficiency
2．2．2．2 Interlocutor effect of gender
2．2．2．3 Interlocutor effect of acquaintanceship
2．2．2．4 Interlocutor effect of personality
2．3 CA in Language Testing Researches
2．3．1 CA
2．3．2 Quantification of the Talk
2．3．3 CA in Language Testing Researches
2．4 Bachman & Palmer’s AUA
2．5 Summary
Chapter 3 Methodology
3．1 Data
3．1．1 CET-SET
3．1．1．1 Task features
3．1．1．2 Assessment
3．2 Instruments
3．2．1 EPQ
3．2．2 Gong Yaoxian’s Version of EPQ
3．2．3 MANOVA
3．2．4 CA
3．3 Procedures
3．3．1 Administration of Gong Yaoxian’s Version of EPQ
3．3．2 Scoring of the EPQ
3．3．3 Determining the Extroversion/Introversion
3．3．4 Determining the Oral Proficiency Levels
3．3．5 Data Transcription
3．3．6 Coding
3．3．6．1 Development of the coding scheme
3．3．6．2 Procedures for coding
3．3．7 Summary
Chapter 4 The Relationship Between Test-Takers’ Personalities and Their Interactional Competence
4．1 The Relationship Between an Individual Test-Taker’s Personality and IC
4．1．1 The Effect of an Individual Test-Taker’s Personality on His/Her IC Sub-scores
4．1．2 The Effect of an Individual Test-Taker’s Personality on His/Her Own Spoken Discourse
4．1．3 The Effect of an Individual Test-Taker’s Personality on His/Her Display of Other IC Features
4．2 The Relationship Between a Test-Taker’s Discourse， Sub-Scores and His/Her Group Members’ Personalities
4．2．1 Group Classification
4．2．2 Quantitative Analysis
4．2．2．1 MANOVA analysis
4．2．2．2 Between-subjects test of a test-taker’s IC sub-scores and his/her group members’ personalities
4．2．3 Results of CA
4．2．3．1 The performance of the introverted when grouped with the extroverted
4．2．3．2 The performance of the groups with all extroverts
4．3 The Display of the IC of All the Test-Takers Examined
4．3．1 Quantitative Analysis
4．3．2 Shared Salient Distinguishing Features in the Discussions of All the Groups
4．4 Summary
Chapter 5 Discussion and Conclusion
5．1 Summary and Discussion of the Findings
5．1．1 Summary of the Findings
5．1．2 Discussion of the Findings
5．1．2．1 Framing
5．1．2．2 Performativity theory
5．1．2．3 Rating scale
5．1．2．4 The eligibility for sitting CET-SET
5．1．2．5 Articulating the meaningfulness of the IC scores
5．2 Implications
5．2．1 The Teaching of IC to EFL Learners
5．2．2 The Revision of the CET-SET Rating Scale
5．3 Limitations of the Study
5．4 Suggestions for Future Research
5．5 Conclusion
References
Appendixes
Appendix 1CET-SET Sample Test （Examiner’s Material）
Appendix 2CET-SET Rating Scale
Appendix 3Score Conversion and Band Grade Description
Appendix 4The Four Group Discussion Topics of CET-SET
Appendix 5Transcription Conventions
Appendix 6Transcription Excerpts
Appendix 7EPQ-RSC Questionnaire
Index
Table of Figures & Diagrams
Figure 4．1 Box plot for Sub-score 1 average of the three personality groups
Figure 4．2 Box plot for Sub-score 2 average of the three personality groups
Figure 4．3 Group mean frequency distribution of the main socio-cultural competence features
Figure 4．4 Group mean frequency distribution of the strategic competence features
Figure 5．1 Articulation of the argument for the interpretations of IC to be assessed
Diagram 3．1 The two supertraits and the four quadrants divided （Eysenck & Eysenck， 1958： 15）
