口语交际与BEC口语测试“互动能力”影响因素研究

无论是国内考试还是国外的雅思和剑桥商务英语证书（BEC）考试,都注重口语的测试。作者以湖南大学BEC学员为研究对象,试从互动交际能力的概念入手,剖析制约大学生英语口语交际与BEC口语测试＂互动能力＂的影响因素,并提出建议和对策,从而促进口语教学。     

Predictive validity of the IELTS in an English as a medium of instruction environment

As access to a university education has increased globally, there have also been increases in the number of universities that use English as a medium of instruction (EMI) and in the number of non‐English‐speaking students studying in English‐speaking countries. Correspondingly, the English language proficiency of students studying in EMI environments is becoming increasingly significant. Using a large sample of 953 undergraduate students at an EMI university in the United Arab Emirates (UAE), this paper examines the predictive validity of the International English Language Testing System (IELTS) as it pertains to the academic success of students as determined by grade point average and addresses implications and appropriateness of further language support. Results indicate that IELTS scores are a meaningful predictor of academic success, especially in the EMI environment that exists in the UAE. Lower than the IELTS guidelines, an IELTS 6.0 seems to be a key benchmark that predicts academic success. It may be that this more moderate English proficiency score is a better fit for non‐English‐speaking countries, but that further language support embedded into degree programmes is necessary except at the highest proficiency levels, and that a bilingual option should be considered at the lowest proficiency levels.     

Viability of construct validity of the speaking modules of international language examinations (IELTS vs. TOEFL iBT): evidence from Iranian test-takers

The aim of the present research is to examine the viability of the construct validity of the speaking modules of two internationally recognized language proficiency examinations, namely IELTS and TOEFL iBT. High-stake standardized tests play a crucial and decisive role in determining the future academic life of many people. Overall obtained scores of candidates are believed to reflect their general proficiency level. Appropriate interpretation and use of test scores depend on the extent to which items measuring a particular skill (here speaking) can meet the criteria to examine the intended construct. Speaking, amongst the other four skills, has a central place in assessing general proficiency of the candidates. This research seeks to scrutinize how IELTS and TOEFL iBT tap on the speaking proficiency of their candidates. Moreover, this study investigates whether obtained speaking scores of candidates in these two international high-stake tests show an acceptable degree of consistency in measuring the skill being examined. The chosen sample of the study consisted of 60 students who successfully completed TOEFL iBT and IELTS preparation courses in Tehran. The results of the statistical analysis show that there is a meaningful discrepancy between the two exams in assessing the speaking abilities of the exam-takers and therefore challenge the construct validity of the exams in question. Findings are then used to discuss the repercussions for language proficiency measurement and assessment.     

雅思考试技巧

Hello,Mr.Stuart here once again with some more valuable IELTS Strate—gies.This time let:’s look at what you should do when you take theIELTS speaking module.The Speaking Strategies You NeedThe aim of this article is to familiarise you with the structure of theIELTS Speaking Test,to introduce a range of topics that may occur inyour interview and to provide help in answering questions about thesetopics.It will also suggest strategies to consider if you come acrossunfamiliar topics in the test.     

雅思和托福口语新要求对口语教学的启发

基于雅思和托福说部分新要求的启发,并针对当前大学英语口语课堂教学中存在的学生说英语环境不真实、不积极等问题,本文强调了英语口语流利性在口语教学中的重要性,在此基础上从口语流利性的最新概念理解和成因分析展开论述。文章认为,在新形势下,机会与环境,动机和态度,以及缺乏对目标语和本族语的了解是导致口语流利障碍的重要因素。文章进而尝试从不同角度探讨对口语流利性教学的最新对策与建议。其中4／3／2教学技巧重新被放在很高的角度提及。     

语言学习策略与大学生英语听说能力培养

随着社会的发展,英语听说能力成为评估大学生语言能力的重要因素。但很多大学生的英语听说能力处于相对落后的状况,如何改变这一现状成为教学改革的重要课题。通过探讨学习策略的定义和分类,并对本校部分学生的语言学习策略使用情况进行走访调查,本文分析了目前存在的问题,提出了改进的具体措施,以期提高大学生的英语听说能力。     

雅思听力课程教学初探

雅思听力课程是一项综合能力测试,题型多样,要求严格,不仅要求学生能听懂内容也要具备写出所听内容的能力,颇有难度。雅思听力教学首先要了解学生面对雅思听力存在的问题,有针对性地采用教学方法,选取教学内容,对学生进行雅思听力的基本技能训练。同时教师应指导学生掌握雅思听力技巧,指导学生多样化、多渠道的泛听及练习。     

提高大学生英语交流技能的策略探讨

本文从分析大学生中英语学习"哑聋症"的原因入手,找出大学生在听力和口语的学习中存在的问题,提出复述、模仿和主流文化在口语学习中的重要性,并就大学生如何提高英语听力提出一些建议。     

The differences in error rate and type between IELTS writing bands and their impact on academic workload

This paper attempts to demonstrate the differences in writing between International English Language Testing System (IELTS) bands 6.0, 6.5 and 7.0. An analysis of exemplars provided from the IELTS test makers reveals that IELTS 6.0, 6.5 and 7.0 writers can make a minimum of 206 errors, 96 errors and 35 errors per 1000 words. The following section explores the differences in error patterns between IELTS 6.0, 6.5 and 7.0 writers and a proposition is made that the IELTS 7.0 writer shows some convergence of error types found among native English writers. In regard to workload issues, the paper discusses the impact of errors as a distraction which affects reading time and gives an indication of the amount of extra workload that may be required to assess IELTS 6.0, 6.5 and 7.0 writing. The paper concludes with remarks about entrance requirements for tertiary study and suggests that it may be simpler to raise entry standards than attempt to remediate the writing of students with low IELTS scores.     

大学和高职高专英语视听说教材评析及对教材建设的建议

目前高职英语教学面临着学生基础较差的现状,需要改革教学方式以增强学生的兴趣。好的教材和教学方式对于增强学生兴趣有不可小觑的作用。而综合运用＂视＂、＂听＂、＂说＂三者有机结合的多媒体教学手段有助于学生全方位接收信息,并对所学知识能保持相对持久的记忆,也能为学生创设较为真实的语言氛围。所以,开发符合高职学生特点和需求的英语视听说教材有很大的必要性,对于如何开发符合高职高专需求的视听说教材提出了建议。     

雅思听力对大学英语听力教学的启示

文章浅析当前大学英语听力教学中存在的一些问题,结合雅思考试中听力科的特点,阐述了雅思听力对大学英语听力教学改革的启示,提出解决英语听力教学问题的一些建议.     

移动辅助语言学习在英语口语教学中的作用

随着"互联网+"时代的深入,移动辅助语言学习已广泛应用于中国大学生的英语学习,是否能有效提高学生的口语能力仍需实证研究验证.研究以英语口语学习APP"FiF口语训练系统"为例,根据雅思口语评分标准,分析118名学生的口语前后测得分差值与任务参与度的相关性.研究发现,受试者在总分、发音、流畅程度、连贯性以及词汇量方面的评...     

雅思听力与大学英语听力培养策略

听力教学是大学英语教学的一个难点,学生听力在短时间内难以得到质的提高,由此学生常常在大学英语四、六级考试听力考试中较难取得高分。由于其新颖的考试题型,较为准确反映考生真实英语水平的考试效果,雅思考试对大学英语教学和测试有很多积极的启示,对大学生英语听力能力培养策略提出有效的建议。     

应用型院校非英语专业本科生英语听说学习现状分析及其对教学的启示

文章通过问卷调查,了解了当前笔者所在院校非英语专业本科生英语听说学习现状,分析表明广大学生英语听说基础较差、学习目的片面、方法单一、训练不够刻苦、心理素质和听说能力有待提高。针对调查结果的分析,文章提出了促进学生英语听说学习能力提高的六个可行性措施。     

The use of exemplars in English writing classrooms: from theory to practice

Recent literature on the use of exemplars in the context of higher education has shown that exemplar-based instruction is implemented in various disciplines; nevertheless, how exemplar-based instruction can be implemented in English-as-a-Second-Language (ESL) writing classrooms in higher education institutions remains under-explored. In this connection, this article reports on a textbook development project which adopts an exemplar-based instruction approach to be used by university English instructors to prepare students for IELTS writing (academic module). The goal of the textbook is to cultivate students’ understanding of the assessment standards of the two IELTS writing tasks through the design and use of exemplar-based dialogic and reflective activities. In this article, theoretical underpinnings of the use of exemplars, namely tacit knowledge, assessment as learning and dialogic feedback, will first be discussed in detail. Then, an overview of an ongoing project which aims to develop an exemplar-based IELTS writing textbook will be given. The last section of this article suggests practical strategies for ESL writing teachers who are interested in using exemplars to develop students’ understanding of assessment standards.     

高职高专英语听说课程教学探究

鉴于英语听说教学在高职高专英语教学中的重要性,针对当前高职高专学生英语听说能力普遍较差的现状,分析了导致这一现状的主要原因,并据此提出了六条教学改革的建议,以期能提高学生的英语应用能力。     

基于“天空教室”的雅思课程教学策略研究

"天空教室"是集系统性、交互性、主体性和资源丰富性等特点于一身的网络教学平台,将其应用于雅思课程的教学是由建构主义及交际教学法的要求决定的。为了更好地发挥"天空教室"的助学作用,在雅思课程教学中要以雅思考试为导向,将网络教学平台与课堂讲授无缝对接,并引导学生搜题源、攒机经、总结个性化的应试策略。     

少数民族大学生英语口语教学的制约因素及对策探究

大学英语教学中口语交际能力培养的重要性日益凸显,但由于现有的教师水平、传统的教学理念和方法,以及少数民族学生本身所存在各种问题,加之少数民族特殊的语言文化背景影响,致使英语听说教学仍处于比较低的水平。在系统分析少数民族学生大学英语听说教学现状的基础上,就如何提高少数民族学生的听说能力,提出了一些相应的建议和具体的实践方法。     

Retrofitting the IELTS reading section with a general cognitive diagnostic model in an Iranian EAP context

Cognitive diagnostic assessment (CDA) allows for diagnosing second language (L2) learners’ strengths and weaknesses of attributes in a specific domain. Exploring the little-known territory of CDA, the current study retrofitted the reading section of the International English Language Testing System (IELTS) with a cognitive diagnostic model (CDM). It aimed to identify the attributes involved in successfully implementing IELTS reading, analyze the overall and individual test-takers’ reading performance, and, finally, explore the IELTS reading differences of Iranian students in engineering and veterinary domains. Based on think-aloud protocols and expert judgement, an initial Q-matrix was developed. Using R package CDM, the generalized deterministic inputs, noisy “and” gate (G-DINA) model was applied to IELTS reading data to refine and validate the initial Q-matrix and estimate the mastery probabilities of 1025 test-takers on each attribute. The final Q-matrix consisted of 6 attributes assumed to be involved in IELTS reading. Moreover, the overall test-takers and the individuals demonstrated different mastery/non-mastery across the 6 IELTS reading attributes on both macro and micro levels. Further, significant differences were found between IELTS reading performances of Iranian engineering and veterinary students. The findings supported the assumption that CDA can provide instructors and IELTS candidates with detailed diagnostic feedback to promote test-takers’ IELTS reading performance.     

对大学英语阅读教学的几点思考

许多教师和学生已经意识到英语阅读作为语言技巧的重要性。然而,通常在中国英语教学中阅读教学经常被疏忽。虽然已经被列入教学大纲,许多老师仍然对此感到茫然。尽管学生在口语、写作、甚至听力方面都有所提高,但阅读理解能力仍然没有明显的进步。本文通过作者在英语教学中所遇到的种种问题,如中国学生的表现特点和教师的作用来提出自己的几点看法。