海船船员适任证书英语考试论文：海船船员适任证书英语考试 效度 STCW公约 考试模式 题型种类 反拨效应

海船船员适任证书英语考试论文：海船船员适任证书英语考试 效度 STCW公约 考试模式 题型种类 反拨效应 海船船员适任证书英语考试论文:海船船员适任英语考试效度研究 【中文摘要】在国际航运界,同一条船上工作的船员来自不同的国家,已是十分常见的现象。因此,能够有效地和船上及岸上工作人员进行交流,对于船员来说至关重要。英语已被认定是海上交流的国际通用语言,对于母语是非英语的船员来说,具有良好的英语听说读写能力非常重要。中国海船船员适任证书英语考试是国内最重要的对中国船员英语水平进行资格认证的考试,旨在确保中国船员达到海上多语言工作环境基本要求,特别是STCW公约对于语言能力的要求,对于保证船员教育和考核质量,起到了十分重要的作用。鉴于STCW公约已被修改和完善,目前的中国海船船员适任证书英语考试能否体现STCW公约对语言类的要求,一直受到密切关注。本论文采用问卷和访谈的调查手段,将定性和定量分析相结合,旨在通过分析中国海船船员适任证书英语考试体系与STCW公约对语言要求的关系,研究中国海船船员适任证书英语考试的效度。首先,文章研究了中国海船船员适任证书英语考试内容是否符合STCW中对语言的要求。然后,进一步探讨中国海船船员适任证书英语考试的模式和题型种类,力求判断模式是否合理,题型种类是否足够反映STCW公约对语言的要求。通过分析得出,中国海船船员适任证书... 【英文摘要】In international shipping industry, it is common that seafarers serving in the same boat are from different countries. Thus, it is vitally important for seafarers to communicate effectively with personnel board and ashore. English has been considered as the universal language used for communication at sea. The ability of a non-native seafarer to have a good command of English is thus very important.The Certificates of Competence English examination is the most important certification examination on Engl... 【关键词】海船船员适任证书英语考试 效度 STCW公约 考试模 式 题型种类 反拨效应 【索购全文】联系Q1:138113721 Q2:139938848 同时提供论文写作一对一辅导和论文发服务.保过包发 【英文关键词】Certificates of Competence English Examination Validity STCW Convention Examination Mode Test Item Type Washback Effect 【目录】海船船员适任英语考试效度研究 摘要 5-6 ABSTRACT 6-7 Chapter 1 Introduction 12-20 1.1 Background 12-17 1.1.1 Importance of Communication at Sea 12-13 1.1.2 Language Requirements in STCW Conventions 13-15 1.1.3 Importance of the CoCs English Examination 15-16 1.1.4 Basic Information about the CoCs English Examination 16-17 1.2 Research Question 17-18 1.3 Purpose and Significance of This Thesis 18-19 1.4 Layout of This Thesis 19-20 Chapter 2 Literature Review 20-38 2.1 Fundamentals of Testing 20-23 2.1.1 Reliability,Validity and Practicality 20 2.1.2 The Importance of Validity 20-21 2.1.3 Types of Validity 21-23 2.2 ESP Theory 23-31 2.2.1 Definitions of ESP 24-25 2.2.2 Origins of ESP 25-26 2.2.3 Categories of ESP 26-28 2.2.4 ESP Theory in ME Teaching 28-31 2.3 Washback Effect 31-34 2.3.1 Definitions of Washback Effect 31-33 2.3.2 Positive and Negative Washback Effects 33-34 2.3.3 Summary 34 2.4 Previous Studies 34-38 2.4.1 Studies of Modes for the CoCs English Examination 35-36 2.4.2 Studies of Test Item Types for the CoCs English Examination 36 2.4.3 Studies of ME Teaching 36-38 Chapter 3 Research Methodology 38-43 3.1 Research Design 38-39 3.2 Subjects 39 3.3 Instruments 39-41 3.3.1 Questionnaires 39-40 3.3.2 Interviews 40-41 3.4 Data Collection and Analysis Method 41-42 3.5 Validity and Reliability of the Study 42-43 Chapter 4 Results and Discussion 43-71 4.1 Test Content of the CoCs English Examination and STCW Language Requirements 43-48 4.1.1 Requirements on Maritime English in STCW Conventions 43-45 4.1.2 Subjects’ Responses to Test Content and STCW Language Requirements 45-48 4.2 Modes of the CoCs English Examination 48-55 4.2.1 Mode Analysis of the CoCs English Examination 48-49 4.2.2 Subjects’ Responses to the CoCs English Examination Modes 49-52 4.2.3 Subjects’ Responses to Interviews 52-55 4.3 Test Item Types of the CoCs English Examination 55-63 4.3.1 Analysis of Test Item Types 56-58 4.3.2 Subjects’ Responses to Test Item Types 58-62 4.3.3 Subjects’ Responses to Interviews 62-63 4.4 Washback Effects of the CoCs English Examination on ME Teaching 63-71 4.4.1 ME Teaching Syllabus and Vocabulary Analysis 63-64 4.4.2 Subjects’ Responses to ME Teaching 64-68 4.4.3 Subjects’ Responses to Interviews 68-71 Chapter 5 Conclusion 71-74 5.1 A Summary of Findings 71-72 5.2 Implication of the Study 72-73 5.3 Limitations of the Study 73-74 References 74-78 Appendix ? Questionnaires to Students 78-80 Appendix ? Interviews to Students and Teachers 80-81 Acknowledgements 81-82 Resume 82- 83