Modern Foreign Language Proficiency Test - a reflection of teaching.docVIP

Modern Foreign Language Proficiency Test - a reflection of teaching.doc

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Modern Foreign Language Proficiency Test - a reflection of teaching

Modern Foreign Language Proficiency Test - a reflection of teaching Abstract: In recent years the field tests to write research papers pay more attention to testing and prior to testing the relationship between teaching and learning - ‘return effect’. In practice, the actual language from the test to infer a detailed analysis of test objectives, and to study the inherent relationship between the objectives and the teaching of foreign language teachers are helpful. Keywords: testing; teaching; back effect In recent years, the test is more emphasis on research in the field test and prior to testing the relationship between teaching and learning, linguistics, literature, such a relationship is known as ‘return effect’ (washback effect) [1]. A result, some level of test plan - test what kind of language, how to test, much closer to reflecting the principles of the modern teaching of foreign languages and literature syllabus plan. Accordingly, foreign language teachers, it is necessary to analyze the test objectives, and then select the appropriate objectives of these teaching materials and teaching the steps to see how in practice the actual language from the test to infer a detailed analysis of test goals, and study these the inherent relationship between the objectives and teaching, perhaps we are not without benefit. In this paper, some of Xiaogan College sophomore proficiency tests (hereinafter referred to as ECT) as an example start discussion. 1, ECT: the relationship between teaching and testing Since the cultivation of communicative competence is the main objective of teaching determines what we teach, how to teach, it seems to communicative competency model would help us to identify the test objectives, and to assess the effect of return. 1. ECT test content: the various components of communicative competence ‘Communicative competence’ of the argument stems from a Dell Humes (1972) theory of the social linguistics. Communicative teaching was first in

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