基于社会认知效度框架的大学英语听说教材课堂听力测评任务效度评析

借鉴社会认知框架中的“认知效度”和“语境效度”框架,对《全新版大学英语听说教程》(第二版)全6册教材中听力测试任务的效度进行评价。研究发现,教材中的听力习题对不同层次的听力认知能力考查不够全面,对听力元认知策略的培养体现不够突出,对作答过程中的书写负担控制不够。此外,建构性作答方式听力任务的设计有待系统性改进,听力语篇真实性有待提升,听力和口语任务的衔接不够紧密。针对这些问题,建议听力任务设计遵从科学严谨的测试编写方法和原则,以提升听力习题的认知效度和语境效度,并在此基础上进一步考察其在实际教学中的使用效果及师生反馈。

Analysis of the Validity of the Listening Assessments in a Series of College English Listening and Speaking Textbooks Based on Socio-cognitive Validation Framework

This paper examined the validity of the listening assessments in the 6 volumes of New College English Listening and Speaking Course(2nd ed.)with the checklists of"cognitive validity"and"context validity"from Sociocoynitive Validation Framework through a variety of case analysis,this research revealed current problems in the task design of the listening assessments in listening and speaking textbooks.It was found that the listening tasks in the textbooks are unable to adequately examine each level of listening comprehension skill,to foster the awareness of metacognition in listening,and to control the cognitive burden of writing during the listening process.In addition,the listening tasks are also problematic in the designs of the constructed response items,in the issue of authenticity for the selected listening discourse,and in the integration of the listening and speaking tasks.In order to solve these problems,it is suggested that the textbook designers should adopt professional knowledge and skills for designing listening tasks,so as to enhance the cognitive and context validity of these classroom assessments.Furthermore,it is hoped that future researches will focus on the outcomes and feedback of listening assessments in English textbooks in the practice of teaching and learning.