大学英语四、六级考试阅读理解推断类题型对比研究-外国语言学及应用语言学专业论文.docx

万方数据 万方数据 附件五 上海交通大学 学位论文版权使用授权书 本学位论文作者完全 f 解学校有关保留、使用学位论文的规定 ， 同意学校保留并向国家有关部 门或机构送交论文的复印件和电子 版，允许论文被查阅和借阅。本人授权上海交通大学可以将本学位 论文的全部或部分 内容编入有关数据序进行检索，叮以采用影印、 缩印或扫描等复制手段保存和汇编本学位论文。 保密口，在一年解密后剧本授权书。 本学位论文属于 ， 不保密巴 (请在以上方框内打/1 .j J! ) 学位论文阳名:寨问7 …名:宇么 日期: ?年 1 月 I 日 门期刘少年|月( 811 ， V ABSTRACT Since its first administration in 1987, College English Test (CET) has been exerting tremendous impact on the English teaching and testing development in China. As a criterion-related and norm-referenced achievement test, CET battery consists of two bands (Band 4 and Band 6), aiming to assess the English proficiency of non-English major undergraduates in China. According to the CET test syllabus, both CET-4 and CET-6 attach great importance to assess students’ inference ability in reading comprehension so as to reflect the requirements of the teaching syllabus. However, the question of how the inference questions in reading comprehension in CET-4 differ from those in CET-6 has rarely been investigated. This present study aims to address this question by comparing the inference questions in these two tests from the perspective of task characteristics and also the result of an empirical experiment conducted on 106 freshmen from East China University of Science and Technology. This current study, by conducting both qualitative and quantitative analysis, intends to address the following three questions: How do the task characteristics of the inference reading comprehension tasks in CET-4 differ from those in CET-6? Is there any difficulty level difference between inference reading comprehension tasks in CET-4 and CET-6? If there is, to what extent does the difficulty level of such tasks in CET-4 differ from that in CET-6? How do the test takers think about the implicitness of the inference reading comprehension tasks respectively in CET-4 and in CET-6? The Test Method Facets (TMF) Framework proposed by Bachman (1990) is used as a guideline and checklist for the establishment of a more