大学英语分级测试听力理解认知诊断研究
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摘要
认知诊断理论在英语听力测试中的应用鲜见,对不同水平群体的诊断更为匮乏。应用G-DINA模型的认知诊断分析,基于湖南大学分级测试,对新生听力进行了诊断。研究从语言学与认知心理学角度确认了8种认知属性,通过分析40道题与2691名被试作答,从学生总体、不同水平群体、学生个体三个层面探索其听力的认知发展特点及存在问题。
This research employed Cognitive Diagnostic Theory on the listening comprehension test of CEPT.Based on the G-DINA model,it made an analysis of the listening comprehension test,which composed of 40 items,and of the responses from 2691 learners to explore their weaknesses and strengths.Listening comprehension ability is defined from the perspective of communicative language ability model and cognitive psychology theory,which involved 8 major attributes.Diagnostic information was provided to the overall group,three listening proficiency groups(i.e.,beginner,intermediate,and advanced),and individual learners.
This research employed Cognitive Diagnostic Theory on the listening comprehension test of CEPT.Based on the G-DINA model,it made an analysis of the listening comprehension test,which composed of 40 items,and of the responses from 2691 learners to explore their weaknesses and strengths.Listening comprehension ability is defined from the perspective of communicative language ability model and cognitive psychology theory,which involved 8 major attributes.Diagnostic information was provided to the overall group,three listening proficiency groups(i.e.,beginner,intermediate,and advanced),and individual learners.
引文
[1]刘声涛,戴海崎,周峻.新一代测验理论——认知诊断理论的源起与特征[J].心理学探新,2006(4):73-77.
[2]范婷婷,曾用强.认知诊断测试及其在阅读理解能力上的应用述评[J].中国外语,2016(2):82-89.
[3] Leighton,J.P.&Gierl,M.J.Cognitive Diagnostic Assessment for Education:Theory and Applications[M].Cambridge:Cambridge University Press,2007.
[4]黄小平,胡中锋.认知诊断评价理论视角下的教育测量理论述评[J].测量与评价,2012(12):3-10.
[5]孟亚茹.大学英语听力认识诊断评估模型的构建与验证[D].上海:上海外国语大学,2013.
[6] L Harding,JC Alderson,T Brunfaut.Diagnostic Assessment of Reading and Listening in a Second or Foreign Language:Elaborating on Diagnostic Principles[J].Language Testing,2015,32(3):317-336.
[7] Buck G,Tatsuoka K.&Kostin I.The Sub-skills of Reading:Rule-space analysis of a Multiple-choice Test of Second Language Reading Comprehension[J].Language Learning,1997,47(3):423-466.
[8] Lee Y&Sawaki Y.Application of Three Cognitive Diagnosis Models to ESL Reading and Listening Assessments[J].Language Assessment Quarterly,2009a,6(3):239-263.
[9] Alderson J C.Diagnosing Foreign Language Proficiency:The Interface between Learning and Assessment[M].London:Continuum,2005.
[10]蔡艳,丁树良,涂冬波.英语阅读问题解决的认知诊断[J].心理科学,2011(2):272-277.
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[12]Buck G.Assessing listening[M].Cambridge:Cambridge University Press,2001.
[13]关丹丹.认知诊断理论与考试评价[J].中国考试,2009(4):8-12.
[14]Bachman L F,Palmer A S.Language Testing in Practice:Designing and Developing Useful Language Tests[M].Oxford:Oxford University Press,1996.
[15]陈慧麟.语言测试中的认知诊断及其应用流程[J].外语测试与教学,2015(2):51-60.
[16]de la Torre,J.The generalized DINA model framework[J].Psychometrika,2011,76(2):179-199.
[17]Steiger J H,Lind J C.May,Statistically Based Tests for the Number of Factors[C]//Meeting of the Psychometric Society.Iowa City:IA Press,1980.
[18]Lee,Y&Sawaki,Y.Cognitive Diagnosis Approaches to Language Assessment:An overview[J].Language Assessment Quarterly,2009b,6(3):172-189.
[19]刘龙根,苗瑞琴.外语听力理论与实践[M].北京:外语教学与研究出版社,2011.
[20]朱正才,范开泰.语言听力理解能力的认知结构与测试[J].语言教学与研究,2001(3):41-46.
[21]Lynch T.Listening:Questions of Level[M]//Kaplan R B(ed.).Oxford Handbook of Applied Linguistics.Oxford:Oxford University Press,2002.
[22]Field J.The Changing Face of Listening[M]//J.C.Richard,W.A.Renandya.Methodology in Language Teaching:An Anthology of Current Practice.Cambridge:Cambridge University Press,2002:242-247.
[23]Rost M.Teaching and Researching:Listening[M].London:Routledge,2013.
[24]Vandergrift L.Listening to Learn or Learning to Listen?[J].Annual Review of Applied Linguistics,2004(24):3-25.
[25]Hartz,S.,Roussos,L.&Stout,W.Skills Diagnosis:Theory and Practice[D].NJ:ETS Research Report,2002.
[26]J.M.O’Malley,A.U.Chamot.Learning Strategies in Second Language Acquisition[M].Cambridge:Cambridge University Press,1990.
[27]Oxford R.Language Learning Strategies:What Every Teacher Should Know[M].Boston:Heinle&Heinel,1990.
[28]Cohen A.Strategies in Learning and Using a Second Language[M].London:Longman,1998.
[2]范婷婷,曾用强.认知诊断测试及其在阅读理解能力上的应用述评[J].中国外语,2016(2):82-89.
[3] Leighton,J.P.&Gierl,M.J.Cognitive Diagnostic Assessment for Education:Theory and Applications[M].Cambridge:Cambridge University Press,2007.
[4]黄小平,胡中锋.认知诊断评价理论视角下的教育测量理论述评[J].测量与评价,2012(12):3-10.
[5]孟亚茹.大学英语听力认识诊断评估模型的构建与验证[D].上海:上海外国语大学,2013.
[6] L Harding,JC Alderson,T Brunfaut.Diagnostic Assessment of Reading and Listening in a Second or Foreign Language:Elaborating on Diagnostic Principles[J].Language Testing,2015,32(3):317-336.
[7] Buck G,Tatsuoka K.&Kostin I.The Sub-skills of Reading:Rule-space analysis of a Multiple-choice Test of Second Language Reading Comprehension[J].Language Learning,1997,47(3):423-466.
[8] Lee Y&Sawaki Y.Application of Three Cognitive Diagnosis Models to ESL Reading and Listening Assessments[J].Language Assessment Quarterly,2009a,6(3):239-263.
[9] Alderson J C.Diagnosing Foreign Language Proficiency:The Interface between Learning and Assessment[M].London:Continuum,2005.
[10]蔡艳,丁树良,涂冬波.英语阅读问题解决的认知诊断[J].心理科学,2011(2):272-277.
[11]Alderson,J.C.Assessing reading[M].Cambridge:Cambridge University Press,2000.
[12]Buck G.Assessing listening[M].Cambridge:Cambridge University Press,2001.
[13]关丹丹.认知诊断理论与考试评价[J].中国考试,2009(4):8-12.
[14]Bachman L F,Palmer A S.Language Testing in Practice:Designing and Developing Useful Language Tests[M].Oxford:Oxford University Press,1996.
[15]陈慧麟.语言测试中的认知诊断及其应用流程[J].外语测试与教学,2015(2):51-60.
[16]de la Torre,J.The generalized DINA model framework[J].Psychometrika,2011,76(2):179-199.
[17]Steiger J H,Lind J C.May,Statistically Based Tests for the Number of Factors[C]//Meeting of the Psychometric Society.Iowa City:IA Press,1980.
[18]Lee,Y&Sawaki,Y.Cognitive Diagnosis Approaches to Language Assessment:An overview[J].Language Assessment Quarterly,2009b,6(3):172-189.
[19]刘龙根,苗瑞琴.外语听力理论与实践[M].北京:外语教学与研究出版社,2011.
[20]朱正才,范开泰.语言听力理解能力的认知结构与测试[J].语言教学与研究,2001(3):41-46.
[21]Lynch T.Listening:Questions of Level[M]//Kaplan R B(ed.).Oxford Handbook of Applied Linguistics.Oxford:Oxford University Press,2002.
[22]Field J.The Changing Face of Listening[M]//J.C.Richard,W.A.Renandya.Methodology in Language Teaching:An Anthology of Current Practice.Cambridge:Cambridge University Press,2002:242-247.
[23]Rost M.Teaching and Researching:Listening[M].London:Routledge,2013.
[24]Vandergrift L.Listening to Learn or Learning to Listen?[J].Annual Review of Applied Linguistics,2004(24):3-25.
[25]Hartz,S.,Roussos,L.&Stout,W.Skills Diagnosis:Theory and Practice[D].NJ:ETS Research Report,2002.
[26]J.M.O’Malley,A.U.Chamot.Learning Strategies in Second Language Acquisition[M].Cambridge:Cambridge University Press,1990.
[27]Oxford R.Language Learning Strategies:What Every Teacher Should Know[M].Boston:Heinle&Heinel,1990.
[28]Cohen A.Strategies in Learning and Using a Second Language[M].London:Longman,1998.