大学英语四级考试网考言语能力结构初探.pdfVIP

multimedia innovative item types that are not feasible in the PBT format, and the ability to measure response time (Boo Vispoel, 1998; Klein Hamilton, 1999; Bennett, 2001, 2002; Parshall, Spray, Kalohn, Davey, 2002). With much of the interest into computer-based testing, the National College English Testing Committee (NCETC) is also examining the feasibility of online testing, CET-4 being a case in point. The reason behind the test revision is the realization for Chinese English learners to succeed in not only understanding English, but also in communicating effectively. Therefore, the new test puts its main emphasis on test takers integrated skills and their ability to communicate in an academic setting. For example, delivery changes from paper-based to computer-based and test content also changes (e.g. restructuring the test from four sections in the paper-based version to three sections in the computer-based version, and adding listening-based integrated tasks, especially speaking task to the latter). In spite of the advantages of CBT, there is much concern about the validity of the new computer-delivered administration mode, and there is no exception for the computer- based CET. As part of the validity study, this paper undertakes to investigate the competence structure of the CB CET-4. 1.2 Purposes of the Paper The major transformation of CET-4 from the paper-based version to the computer- based one requires building a validity argument for this new test by gathering various types of empirical evidence. One crucial aspect of this process is to investigate the internal structure to ensure that the test warrants the intended score interpretation (Bachman, 2005). As a result, study of the competence structure of language proficiency tests has been a major focus in language testing research. In vi