当代外国语言文学研究前沿文库 朗读与外语能力测量 英文版
作者：高霞 著
出版时间：2020年版
丛编项： 当代外国语言文学研究前沿文库
内容简介
　　《朗读与外语能力测量（英文版）》是“当代外国语言文学研究前沿文库”系列之一，对朗读这一测试任务，特别是中国外语学习者的朗读行为，进行了全面详细的研究，旨在揭示朗读与外语能力测量的关系，以使朗读题型得到合理的利用，更好地服务中国英语教学。整个研究分三阶段进行；阶段是理论基础研究阶段，目标是构建朗读能力成分模型；第二阶段是在理论研究的基础上设计朗读测试；第三阶段实施了以中国英语学习者为对象的朗读实验，实验收集了125名外语学习者的朗读录音，并进行了转写、标注和评分。在学术思想上，《朗读与外语能力测量（英文版）》对于朗读者的心理、生理传递过程的分析及对其朗读能力成分的剖析，鲜见于以往同类研究，具有理论的新颖性与探索性；本研究采用的朗读测试设计方案和基于错误赋码的评分方案，是靠前该领域的次尝试性讨论，是对新方法的探索；本研究所收集转写的125名学生朗读录音及所有的语音转写文本，可作为朗读方面的数据库、索材库，是对目前学习者数据库的有效扩目录
Chapter 1 Introduction
1．1 Rationale for the study
1．2 Aim
1．3 Research questions
1．4 Structure of the book
Chapter 2 Review of Related Research Literature
2．1 Reading aloud in language teaching
2．1．1 Reading aloud in teaching English as L1
2．1．2 Reading aloud in teaching English as L2
2．2 Reading aloud in language testing
2．2．1 The application of RA in studies on dyslexia
2．2．2 RA in testing NS children
2．2．3 RA in testing foreign language learners
2．3 Summary and conclusions
Chapter 3 A Conceptual Framework： Understanding EFL Learners' Performance on Oral Reading
3．1 Need for indirect application of existing cognitive and second language acquisition （SLA） theories
3．2 The neurological basis of oral reading
3．3 Psychological process of oral reading
3．3．1 Reading processes
3．3．2 The process of speech planning and production
3．3．3 Studies on dyslexia
3．4 Componential constructs of oral reading
3．4．1 Representative views on communicative competence
3．4．2 The componential construct of oral reading
3．4．3 Different difficulties in oral reading for NS children and EFL learners
3．5 Reading with expression
3．6 Summary of the conceptual framework
Chapter 4 Research Design and Methodology
4．1 Miscue marking
4．1．1 The significance of miscue analysis
4．1．2 The theoretical basis of miscue analysis
4．1．3 The review and design of miscue marking system
4．1．4 Where to pause —— the compartmentalization of the to-be-read passage
4．2 First trial
4．3 Main trial
4．3．1 Test design
4．3．2 The field test
Chapter 5 Data Interpretation
5．1 Descriptives of the test data
5．2 Test reliability
5．2．1 Content sampling
5．2．2 Inter-rater and intra-rater differences
5．3 Validity of test results
5．3．1 Construct validity
5．3．2 Rationale underlying the RA test's format and content
5．3．3 Item analysis
5．3．4 Study on test bias
5．3．5 Criterion-prediction validity
5．3．6 Questionnaire survey —— face validity of oral reading test
5．4 For whom is the RA test valid?
5．5 Summary
5．5．1 Test difficulty and test usefulness
5．5．2 Suggestions for future test production
Chapter 6 Conclusions
6．1 The psychological process of oral reading and its componential constructs
6．2 Miscue analysis
6．3 The operationalization of the construct in the RA test
6．4 The necessity and feasibility of computerizing the RA test
6．5 The potential use of the designed RA test task
6．6 Some recommendations
Appendix
Appendix to Chapter 4
1． Partition of the to-be-read aloud passages
2． Rating of 10 students by 5 teachers
3． Questionnaire of text suitability for teachers
4． Items and text mapping points
5． Oral reading prototype test paper
6． Questionnaire to students
Appendix to Chapter 5
1． Descriptive of variables
2． Descriptive of subtotals and the total for the whole population
3． Descriptive of subscores at component level
4． Reliability analysis —— scale （alpha） of the whole test
5． Reliability analysis —— scale （alpha） of the three passages
6． Correlation coefficients between subscores and the total score for the whole population
7． Hierarchical cluster analysis
8． K-means clustering
9． Reliability analysis —— scale （alpha） of the three subgroups
10． Factor analysis for the whole population
11． Analysis of item bias —— results of logistic regression
12． Discrimination indices for each subgroup —— top level， mid level and
bottom level students
13． Linear regression models for the subgroups
References
Index