高校英语专业阅读测试难度研究 基于任务特征的分析【2025|PDF下载-Epub版本|mobi电子书|kindle百度云盘下载】

高校英语专业阅读测试难度研究 基于任务特征的分析PDF格式电子书版下载

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Chapter One Introduction1

1.1 Research background2

1.2 Rationale for the study4

1.3 Purpose of the study6

1.4 Research questions7

1.5 Significance of the study7

1.6 Layout of the dissertation8

1.7 Chapter summary10

Chapter Two Literature Review11

2.1 The nature of reading11

2.2 Models of the reading process12

2.2.1 Bottom-up model12

2.2.2 Top-down model13

2.2.3 Interactive model13

2.2.4 Schema theory14

2.2.5 Bruer's cognitive model of reading process15

2.3 Different modes of reading16

2.4 Factors affecting reading comprehension18

2.4.1 Reader attributes18

2.4.2 Skill factors22

2.4.3 Text characteristics24

2.4.4 Method effects27

2.5 Reading tasks27

2.5.1 Definitions of task27

2.5.1.1 Language learning task28

2.5.1.2 Language using task28

2.5.1.3 Language assessment task29

2.5.1.4 Definition of reading task in this dissertation29

2.5.2 Task difficulty dimensions30

2.5.2.1 Robinson's model of task complexity30

2.5.2.2 Skehan's model of task difficulty31

2.5.2.3 An operational linguistic model of task difficulty33

2.5.2.4 'Sources of variation'from Bachman's perspective35

2.5.3 Exploration into multiple-choice reading task difficulty38

2.5.3.1 Readability studies38

2.5.3.2 Other approaches41

2.5.3.3 Interpretation of reading task difficulty in this research46

2.6 Chapter summary46

Chapter Three Research Methodology48

3.1 A proposed framework for TEM-4 reading task difficulty analysis48

3.1.1 Introduction to the framework49

3.1.2 Profile of new framework50

3.1.3 Definitions and explanations of key terms57

3.2 Research questions63

3.3 Research instruments64

3.3.1 Rating instrument64

3.3.2 Researeh materials66

3.4 Participants66

3.4.1 Instrument raters67

3.4.2 Test takers67

3.5 Data collection68

3.5.1 Rated variables68

3.5.2 Counted variables69

3.5.3 Mathematically calculated variables69

3.5.4 Data preparation and management69

3.6 Data analysis procedures71

3.6.1 Reliability of ratings71

3.6.2 Descriptive statistical analysis71

3.6.3 Pair-wise correlation72

3.6.4 Exploratory factor analyses(EFA)72

3.6.5 Confirmatory factor analyses(CFA)73

3.6.6 Multiple regression(MR)74

3.7 Chapter summary74

Chapter Four Results and Discussions76

4.1 Reliability of ratings76

4.2 Descriptive statistics of reading test in TEM-4 2005 and 200677

4.3 Standardization of the 85 variables82

4.4 Pair-wise correlation82

4.5 Exploratory factor analyses87

4.6 Confirmatory factor analyses92

4.7 Multiple regression100

4.8 Chapter summary103

Chapter Five Conclusions104

5.1 Summary of findings104

5.2 Theoretical implications108

5.3 Methodological implications109

5.4 Implications for language testing practice110

5.5 Limitations of the study111

5.6 Suggestions for further research112

5.7 Chapter summary113

References114

Appendix A Rating instrument for TEM-4 reading characteristics126

Appendix B T score descriptive statistics for task characteristic variables147

Appendix C Pair-wise correlations between item difficulty and reading task characteristic variables151

Appendix D Reading comprehension section of the 2005 TEM-4158

Appendix E Reading comprehension section of the 2006 TEM-4167