英文开题报告

ThesisProposal(forMasterofEducation)Title:AsurveyonEnglishTestingSituationinXuzhouSecondaryVocationalSchoolWorkingTitleThesisstatementstateyourthesisbrieflythethesisstatementshouldincludetheissuestheprojectwillexamineorthequestionstheprojectwillanswerortheproblemstheprojectwillsolveorthehypothesestheprojectwillverify.II.Significanceoftheproposedresearchwhyistheproposedresearchimportant,whatarethemajorimplications?III.Literaturereviewreviewwhatscholarlyworkthathasalreadybeendoneonthetopicandexplainhowyourworkwillreviseoraugmentthis.Approachandmethodthissectioncontainsanoveralldescriptionofyourapproach, materials,andprocedureswhatmethodswillbeused?howwilldatabecollectedandanalyzed?whatequipmentwillbeused?V.PossibledifficultiesandsolutionsdiscussanyparticulardifficultiesandchallengesthatneedtobeovercomeandwhatyouwillprobablydotosolvetheproblemsVI.PreliminaryresultsanddiscussionpresentanyresultsyoualreadyhaveobtaineddiscusshowtheyfitintheframeworkofyourthesisListofreferenceslistthemostrelevantworksanddocumentsconsultedinalphabeticalorderfollowingtheformatregulatedbyAPA.Proposedoutlineofyourthesisoutlineabreakdownofthethesisbydivisions,preferablybychapterifsuchabreakdownispossibleatthisearlystageIX.Workplanincludingtimetabledescribeindetailwhatyouplantodountilcompletionofyourthesisprojectlistthestagesofyourprojectinatableformatindicatedeadlinesyouhavesetforcompletingeachstageoftheproject,includinganyworkyouhavealreadycompletedⅠThesisstatement：EnglishtestisaneffectivemeasureoncheckingandestimatingEnglishteachingquality.InthecourseofEnglishteachingandstudyinsecondaryvocationalschools,Englishtestalsomakesanimportantrole.However,theauthorfoundfromthecourseofworkthatalthoughinthemidtermandfinalterm,theEnglishtestwillbeheld,theactualsituationisthatlocaleducationbureau,vocationalschools,teachersandstudentsarenotpayattentiontoitandhavenotrealizedtheimportanceofEnglishtest,aim,andrelationwiththeteachingandstudy.ThebackwasheffectfromEnglishtesthasnotbeenappliedinteachingandstudy.TherearealsosomeseriousproblemsinEnglishtestofvocationalschoolwhichcausegreatblockagetoEnglishteachingandstudyinvocationalschools.Basedontheabovesituation,thispaperappliesthemeasuresofquestionnairesurvey,interviewandexaminationpaperanalysisaccordingtothebasistheoryofEnglishtesttoconductaresearchoncurrentEnglishtestinXuzhouvocationalschools，tounderstandquantityandqualityofEnglishtest,analyzecredibilityandvalidityoftestpaperandviewandevaluationfromtheteachers,studentsandlocaleducationdepartmentstothesecondaryvocational.Itishopedthatthroughtheexactdataandsituationfromthesurvey,thecurrentsituationandproblemsinXuzhousecondaryvocationalschoolscanbereflected.Thecorresponding,reasonableandfeasiblesuggestcanbeputforward,thereforetheEnglishtestwillplayaneffectiveroletoimproveEnglishteachingqualityinXuzhousecondaryvocationalschools.Thesisstatement中需要补充研究问题TheresearchobjectisEnglishtestinXuzhousecondvocationalschooldirectlyunderXuzhoueducationbureau.SurveythecurrentEnglishtestsituationinXuzhousecondvocationalschool.UnderstandandanalyzetheexistingproblemsintheEnglishtest.InthesurveyIwillmainlystudyonthesetwofollowingquestions.1.What’sthecurrentsituationofEnglishtestinXuzhousecondvocationalschool?2.WhataretheexistingproblemsandshortcomingsofEnglishtestinXuzhousecondvocationalschool?Howtofacetheseproblemsandshortcomings?ⅡSignificanceoftheproposedresearchThroughtheformerstudyandreadingofrelateddata,theauthorfoundthattherewasmoretheoreticalresearchoftesting,butfewpositiveresearches,especiallytheresearchonthesecondvocationalschools.ThissurveywasthefirsttimetoXuzhousecondvocationalschoolsontheEnglishtestingsituationwiththecharacteristicsofstrongpertinenceandtypicality.ⅢLiteratureReview根据汉语重写的内容，重写这部分TestisoneimportantpartintheEnglishteaching,andisaneffectivemeasuretocheckandevaluatetheEnglishteachingquality.Englishtestwithhighqualitycanguideandfacilitatetheteachers’teachingandstudents’study.Theexpertsandscholarsathomeandabroadpayhigherattentiontoit,andhavegotsubstantialresults.TheDevelopmentofWorldLanguageTestingTheoryTheModernLanguageTestingwhichisanimportantbranchofappliedlinguisticisdevelopedandgrowngraduallywiththeindependentanddevelopmentofeducationmeterageof20thcentury.LotsoflanguagetestingisbasedonEnglish,itreferstoteachingmethod,secondlanguageacquisition,linguistic,pragmatics,psycholinguistics,cognitivepsychology,educationmeterageandcomputerscience.In1990,L．F．Bachmanputforwardcommunicativecompetencemodelwhichwasthemosteffectivemilestonecommunicativecompetencemodel((Skehan，1991)intheFundamentalConsiderationsinLanguageTestingsofar.Itwasnotonlythetheoryfoundationofcommunicativecompetencemodeltesting,butalsothereferenceofchoosingexaminationcontent.Thebriefintroductionwasasfollows.Fromtheabove(Bachman，1990),wecangetthatBachmanthoughtcommunicativelanguageability(CLA)consistedofthreeparts.Thosewerelinguisticcompetence,strategiccompetenceandpsychology-physiologicalmechanismThelinguisticcompetenceincludedthefollowingparts.(1)Organizationalcompetence1)Grammaticalcompetence·Vocabulary·Morphology·Syntax·Phonetic/Writing2)Discoursalcompetence·Termscombinationknowledge·RhetoricKnowledge(2)Utilizingcompetence1)Illocutionarycompetence·Expressiveness·Operation·Exploration·imagination2)Sociolinguisticcompetence·Sensibilityofdialectorversion·Sensibilityofregister·Sensibilityofnaturalandauthenticlanguage·CulturalquotationandanalogyknowledgeStrategiccompetencewasapsychologycompetencewhenutilizingallkindsoflanguageknowledgeinthelanguagecommunication.Psychology-physiologicalmechanismwasaprocessingofpsychologyandnervewhichrelatedtosubstancephenomenonsuchassoundandlightinthecourseoflanguagecommunication.Weirelaboratedthetheoreticalprincipleofcommunicativelanguagetesting(CLT)indetail,andintroducedthetypeofitemsatthesametime.IELTSreflectedtheprincipleofCLTpreferably.ThemaincharacteristicsofCLTwas(1)themostimportantwasmeaning;(2)contextualized;3)thepurposeoflanguageactivity;(4)languagewithactualmeaning;(5)utilizingauthenticmaterial;(6)authentictextprocessing;(7)unpredictablereflectedresult;(8)interaction-based;(9)showingthelinguisticcompetenceintheactualpsychologicalstate;(10)judgingtheperformanceaccordingtotheactualcommunicationresult.(Weir，1993；WuZunming，2002)Inaword,thesoulofCLTisauthenticityandinteractivity.ThecommunicativeEnglishtestingismoredifficultthanthetraditionaltesting.Ithashigherrequirementtotheoutlinedesign,propositionaldesignandmarkers.Atpresent,lotsofEnglishtestinghasgreatdistancecomparedtocommunicativeEnglishtesting.Thebetteris(PublicEnglishTestingSystem(PETS)whichwasthecooperationbetweenMinistryofEducationandCambridgeUniversity.Thedirecttestingwasputforwardtoadaptcommunicativetestingmadechallengestotestingcredibility.Howtosearchabalancepointbetweenvalidityandcredibility,howtocontrolreadingcredibilityandmark,orthechoiceofrankingarethequestionsinthecommunicativelanguagetesting.TherearemanyscholarswhostudyonEnglishtestinChina.MaoLi(2007)saidthattheteachingandthetestingareessentialpartsintheeducationalsystem,theirfunctionsaredifferent.EnglishtestingisanimportantconstituentinEnglishteachingprocess.Thegoalofthetestingliesinexaminingtheeffectoftheteaching,andevaluatesthelevelofstudentsthroughtheteaching.Thelanguagetestingprovidesthestandardforthelanguageteaching,andmonitorstheresultofteaching.Thedevelopmentofteachingmethodsoftenstimulatesthetransformationofthetestingmethods.ThisarticleresearchesthephenomenaaboutEnglishtestingdivorcedfromteachingofseniorhighschool.WiththecategoryofEnglishtestingandthedevelopingprocessofEnglishteaching,thebackwashaboutteaching,thisarticleanalysesthequestioningvolumeonandputsforwardtheimprovementproposal.3.MaDerong(2005)pointedthatLanguagetesting,however,isacomplexmatter.Whyandwhenatestisset,whatorwhoistestedarequestionswhichdeterminetheactualtestingprocedureandwhichmayleadtodifferentrequirementswithrespecttothequalityofatest.Thereforethereareplentyofreasonsforbeingcautiousinusingtestandininterpretingtestresults.Nevertheless,itiscommontofindtestingproblemsresultingfrommisconceptionsoftestsinthecontextofhighschoolteaching.Teachersmayfailtogiveappropriateteststostudentsandruntheriskofthemisuseoftheirtests.Problemsalsofrequentlyariseinratingsubjectivetesttasks,interpretingtestscores,givinginstructionsontest-takingstrategyandmakingeducationaldecisions.Basedonthetheoryoflanguagetesting,thispaperexploresthepossibilitiesofimprovinghighschool’sEnglishtestingpracticeagainsttheaspectsoftestquality,includingreliability,validity,authenticity,interactivenessandwashback.Test’sevaluativefunctionwithrespecttoteachers’teachingisalsounderconsideration.Itisconcludedthatteachersshouldmakeeverypossibleefforttoensuretestqualitysoastominimizetheriskofmakingwrongdecisionsinlanguageteaching. LiMin(2010)EnglishtestingisaneffectivemeansoftestingandevaluatingthequalityoftheEnglishteachinginHigherVocationalColleges.However,mostoftheteachersandstudentshavenotrealizedtheimportance,purposes,functionsofEnglishtestsandtherelationshipbetweentestingandteachingandlearningaswellasthebackwashoftestingonteachingandlearning.ByinvestigatingandanalyzingthecurrentEnglishtestingmodels,theauthorfindsthattheredoexistsomeseriousproblems,whichexertsnegativeeffectsonEnglishteachingandlearninginHigherVocationalColleges.Andthen,inviewoftheproblemsexistingintheEnglishtestingmodelsinHigherVocationalColleges,thisthesisputsforwardtosomecorresponding,properandpracticalsuggestionsonthereform.InordertoseewhethertestinghaspositiveeffectsonEFLteachingandlearning,anempiricalstudywasconducted,whichismadeupofquestionnairesurveyamongbothteachersandstudentsanddifferenttreatmentsfortheexperimentalclassandthecontrolclass.Thesubjectsintheexperimentalclassweretaughtsomethingabouttestingandtestedthroughacommunicativeapproachwhilethoseinthecontrolclasswerenottaughtanythingabouttestingduringthisperiod.Afteracarefulanalysisofthedatafromthestudy,itisprovedthattestingandthecommunicativetestingapproachhavepositivebackwashonEFLteachingandlearning. LiuYashuang（2003）pointedoutthatTestingisanareainwhichagreatdealofresearchhasstilltobedone.MuchthesameholdstrueinspecializedEnglishcourses,especiallypostgraduatespecializedEnglishcourse,inwhichstudentsstudyEnglishtomeetprofessionaloroccupationalneeds.InmostpostgraduatespecializedEnglishcoursesstudents’performancehasbeenevaluatedbytranslatingapieceofEnglishpassageextractedfrommagazine.Thedrawbackofthiskindofevaluationisthattranslationalonecannotrepresentstudents’overallrequiredlanguageproficiencyinspecializedEnglish,becausetherequiredlanguageproficiencyconsistsofproficiencyinspeaking,listening,reading,translatingandwriting.TheauthorholdstheviewthatapostgraduatespecializedEnglishtestshouldincludelistening,speaking,reading,writingaswell.ZhiYongbi(2004)StudiedthetheoreticalandthetestingpracticeoftheEnglishteachersinHuaiyinInstituteofTechnologythroughquestionnaires,interviews,testpaperanalysis,ete.Shefoundthatteachersknowverylittleabouttestingtheoriesandtherearesomeproblemsintestingpractice.Therefore,shepointsoutthosecollegeEnglishteachersshouldlearnandusemoretestingtheoriestoguideandimprovetheirEnglishteaching. EnglishteachinginprimaryschoolsandhighschoolsinChinaareguidedbynewcurriculumstandards,NewEnglishCurriculumStandards,presently.GongJin（2011）foundthatinseniormiddleschools,achievementtestshavebeenemphasizedforalongtimebystudents,teachers,parentsandthepublic,althoughtheyarenotsoimportantastheNationalMatriculationEnglishTest(hereinafter,NMET)todetermineone’sfortune.thisthesisdiscussesthecurrentsituationofEnglishtestsinseniormiddleschoolsafterthecurriculumreformwithreferencetotheNewCurriculumStandard.Threespecificquestionsareproposed:1)whatisthecurrentsituationoftestpapersundertheNewCurriculumStandard?Itemtypes,numberoftypesandsoon.2)Isthereanydifferencebetweenthosetestpapersofdifferentschools?Ifyes,whatarethey?Andwhatdothosedifferencesmean?AretheymoresuitedtotherequirementsthatarespecifiedintheNewCurriculumStandard?3)Whataretheadvantagesanddisadvantagesofthosetestpapers?Inviewoftheseissues,theauthorofthisthesiscarriesoutaninvestigationintotheEnglishtestingofseniormiddleschoolsinNanchong,Sichuanprovince.Inordertoensuretherepresentativeness,sampletestpapersarethemid-termtestpapers,andthethreemiddleschoolsareatthreedifferentlevels,namely,thenationalleveldemonstrativehighschool,thecity-leveldemonstrativehighschoolandtheprovincialdemonstrativemiddleschool,becausemostseniormiddleschoolsinChinaarerankedinthesethreedifferentlevels.TheyareNanchongseniormiddleschool,NanchongNo.1middleschoolandLiDumiddleschoolrespectively.Inaddition,theauthorhasabriefinterviewwiththeEnglishteachersaboutthedesignoftestpapers.Basedonthestudy,somemajorfindingscanbesummarizedasfollow.First,allthesampletestpapersareorientedtoNMET,includingtheitemtypes,theitemnumbers,etc.Second,aftercarefulcomparisonofthesethreetestpapers,wefindthattheyhavetheirownmeritsanddemerits.However,testpapersofNanchongseniormiddleschoolismoresuitedtotherequirementsofNewCurriculumStandard.Third,thesethreetestpapersstressmuchonmeasuringlanguageknowledge,otheraspectofcomprehensivelanguagecompetencelikeattitudestolearning,culturalawarenessarecomparativelyless.Finally,thesetestpapersarenotdevelopedinasystematicway,oreventheyarejustdevelopedbypiecingupotherpapersontheinternet,thisisundoubtedlyharmfultotheirreliabilityandvalidity.Inordertosolvetheseproblems,theauthorofthisthesisanalyzesthemainreasons,thatis,thewayofEnglishtestdevelopmentisstillguidedbythecollegeentranceexaminationandEnglishteachersdonothavesufficientknowledgeoflanguagetesting.Intheend,theauthorproposessomesuggestionsforimprovement.First,thetrainingofEnglishteachersshouldbeenforcedsothattheirabilitytodeveloptestofhighvaliditycanbeimproved.Second,Englishteacherscanbeorganizedasateamspecializedinlanguagetesting,sothattheresearchandpracticeofEnglishtestingcanbepromoted.Third,muchmoreemphasisshallbegiventoformativeassessment,andmoremeansofmeasurementcanbeemployedinEnglishassessment,sotestingwillnotbetheonlywaytomeasurestudents’Englishcompetence. YouGuilan（2003）InJuly,2001,theEnglishCurricularCriteriaforFull-timeCompulsoryEducationandCommonSeniorMiddleSchoolwasissuedintheformofexperimentalsketch,whichwasavitalstepofourEnglishelementaryeducation.theycannolongermeetthepracticalneedsofimprovingthequalitiesofthewholenationandmeetthechallengeofthenewage.Theremightbevariousreasonsandoneisthetraditionallanguagetesting,bothintheoryandpractice,violatesthescientificlawsandfailstomeetthepracticalneeds.Thisthesisgivesabriefreviewofthehistoricaldevelopmentoflanguagetesting,thecategoriesoftesting,mainlyincludingdescriptionsofeachkindoftesting.Thethesisgoesfurtherintoitsanalysisofcomparisonbetween4testingpapersformulatedby4teachersfrom4seniormiddleschoolsinQianjiangCityofHubeiprovince,whichemphasizesonthecontentvalidityaccordingtotheNewCriteria.Basedonbothqualitativeandquantitativeanalysisofaseriesofstatistics,itcomestoitsconclusionofthepresentsituationofthelocalEnglishTesting:0wingtothetraditionalviewoftheEnglishtestingandthedirectionofthecollegeentranceexamination,thetestingpapersarenotdrawnupaccordingtotheprinciples;Thelanguageviewpointofthelocalteachersstillneedsimproving;Andthereisacertaindistancefromthenewcurricularcriteriainthetermsofthecontents.Thisthesisputsforwardsomeconstructivesuggestionsintheend:StrengthenthetrainingoftheEnglishteachersandestablishtheEnglishtestinggroupandthestorehouseofEnglishtestpapers.TheauthorhopestheanalysiscanactasareferencetotheresearchonEnglishtestinginbothQianjiangCityandtheotherareas. ZhangXuezhen(2008)saidthatlanguagetestingisameasurementofeducation,whichassessesthelanguageabilityandknowledgeaccordingtotheresult.EnglishtesttypescanbebroadlydividedintoindirectmultiplechoiceanddirectTanswer.Asatestingtype,multiplechoiceistheproductofthesecondstageofthelanguagetestingdevelopment,whichwasfoundedinpsychologicaltest(mentaltesting)period.Intheassessmentofforeignlanguagetest,inadditiontofeasibility,thereliabilityandvalidityofthetestareveryimportant.Practicehasproventhatascientifictestingtypeistheneedforscientificlanguagetest.Thecorrectuseoftestingtypeplaysavitalroleinimprovingthequalityofeducation.Atpresent,inChina’sprimaryandsecondaryschool’sEnglishtests,eventheusualtests,thereareanumberofmultiplechoicequestions,whichinsomedegreeleadstoproliferationandlowEnglishteachingefficiency.Multiplechoicequestionsdoesnothelpinspirestudentstolearnactivelyandimpedesstudents’playofmaininitiativeandcreativity,whichmadeChina’sEnglishteachingintotheviciouscircleoftheexam-orientededucation.Inrecentyears,manywell-knownEnglishscholarsandexpertshavedenouncedthephenomenonshouldbeseriouslycorrected.KongDehui(2004:4)pointed:inviewoftheforeignlanguageoptionstendencyofthelarge-scaleexaminations,it’snecessarytoincreasetheproportionofTanswer,andweakentheeffectsofmultiplechoicequestions.Tanswerinthelanguageexaminationscanalsoreachahigherobjective.ItstrivestofindthecurrentsituationofvalidityandmeasuresofChina’sJuniorhighschoolEnglishtestformsafterthepromulgationofNewStandard,andtotrytogivesomedirectiontotheforefrontteachers.Accordingtothetheoryofforeignlanguagetests,inthecombinationofdomesticandoverseasresearch,inaseriesofexperimentaldataandqualitativeandquantitativeanalysis,theauthorsumsupthevalidityoftwodifferenttesttypes.Sointheacceptancetest,largenumbersofmultiplechoicequestionsdomoreharmthangoodtojuniorhighschoolstudentstotesttheactualleveloftheEnglishlanguage.Multiplechoicesareintheproportionofdisorders,runsawayfromtheactuallanguageteaching,andgoagainstqualityeducation.Thearticlefurtherpointsoutthatthequalityeducationdoesn’tmeanthecancellationoftests,butimprovingthetestquality,balancingthetestforms,andincreasethenumberofTanswer.Thus,testscancombinetheideaofqualityeducationandpromotelanguageteachingactively. LiXiaojun（2006）foundthatdiagnostictestismorecloselyrelatedtoteaching.Ifproperlydesigned,itcanprovidemuchmorefeedbackinformationforteachers,therebysignificantlyaffectingteachingandlearning.However,diagnostictesthasnotreceivedmuchattentionandthecurrentdesigneddiagnostictestsarealwaysquiteinformalandirrational,amongwhichthemainproblemistheuseoftestingmethods.Inthisthesis,theauthorclassifiesthetestingmethodsintotwocategories:directtesting(whichcanberealizedbyvariousmeanssuchasfillingblanks,transformationandtranslationetc.)andindirecttesting(mainlyrealizedbymultiple-choiceitems).Thisdissertationreliesontheempiricalresearchtoexplorewhetherdifferenttestingmethodsaffectstudents’performanceonthesmall-scalediagnostictests.Ifyes,whichtestingmethod,directorindirecttesting,mayprovidemuchmorebackwashinformation,therebytohelptoachievehighervalidityofdiagnostictests?Theresultsimplythatthedirecttestingmethodcanprovidemoreinformationthanindirecttesting.CuiJianbin（2001）reviewsthegeneralsituationsintestingforEnglishmajorsinteacherscollegeinChina.Theauthorbelievesthatlackoftheoryguidance,varietyoftestingforms,scientifictestingmethodsandtrainedteachersarevitalproblemsexisted.Accordingtothepreviousstudy,therearemanyproblemsofEnglishtesting.Andmeanwhilethestudyisstillatthebeginning,nomatterwhetheritisonthetheoreticalstudyoronthepracticalutilization.Therestillexistshortcomingsinthecurrentstudy.ThereisnostudyonEnglishTestingsituationinsecondaryvocationalschools.So,itisnecessaryandsignificanttocarryoutsuchresearch.ⅣApproachandmethodThispapermainlyadoptedthemethodsofquestionnaire,interviewing,observationandanalysis.MethodofQuestionnaire：Theresearchadoptedthemethodofquestionnairetomakesurveyinteachersandstudents’competenceonEnglishtest,theattentiondegreeandfunctionforunderstandtheactualsituationandpreliminarymasterthecurrentsecondvocationalEnglishtest.Thedesignofthequestionnaireisbasedonthepreliminaryunderstanding,combinedwiththequestionnaireofcurrentmiddleschooltestsituationbyZhangLu,NanjingNormalUniversity.Inthecourseofdesigning,ittriestoavoidprofessionalandacademicquestionmanners.Thereareteacherquestionnaireandstudentquestionnairethesetwoforms.ThemainquestionsinthestudentquestionnaireareinvolvedintothetotalfeelingtotheEnglishtest.Themainquestionsintheteacherquestionnaireareinvolvedintothebasicknowledgewhichtheteachers