高校英语专业阅读测试难度研究：基于人物特征的分析

　　《高校英语专业阅读测试难度研究：基于任务特征的分析》的主要目的有两个，一是确定可能对TEM-4阅读理解任务难度水平产生影响的主要任务特征有哪些；二是明确这些系统变化的任务特征的共同构念和测量属性，以及对任务难度的具体影响程度有多大，从而明确在多大程度上可以由这些任务特征去预测任务难度。

　　侯艳萍：博士、讲师，历任英语专业四、八级阅卷人。2004年和2009年分别获得上海外国语大学硕士学位和博士学位，师从上海外国语大学博士生导师邹申教授（全国高等学校外语专业教学指导委员会测试办公室负责人），专门学习英语语言测试。2008年1月至8月美国加利福尼亚大学洛杉矶分校（UCLA）访学，研究英语语言测试。

AcknowledgementsAbstract摘要List of AcronymsList of Tables and FiguresChapter One Introduction 1.1 Research background 1.2 Rationale for the study 1.3 Purpose of the study 1.4 Research questions 1.5 Significance of the study 1.6 Layout of the dissertation 1.7 Chapter summaryChapter Two -Literature Review 2.1 The nature of reading 2.2 Models of the reading process 2.2.1 Bottom-up model 2.2.2 Top-down model 2.2.3 Interactive model 2.2.4 Schema theory 2.2.5 Bruer's cognitive model of reading process 2.3 Different modes of reading 2.4 Factors affecting reading comprehension 2.4.1 Reader attributes 2.4.2 Skill factors 2.4.3 Text characteristics 2.4.4 Method effects 2.5 Reading tasks 2.5.1 Definitions of task 2.5.1.1 Language learning task 2.5.1.2 Language using task 2.5.1.3 Language assessment task 2.5.1.4 Definition of reading task in this dissertation 2.5.2 Task difficulty dimensions 2.5.2.1 Robinson's model of task complexity 2.5.2.2 Skehan's model of task difficulty 2.5.2.3 An operational linguistic model of task difficulty 2.5.2.4 ‘Sources of variation' from Bachman's perspective 2.5.3 Exploration into multiple-choice reading task difficulty 2.5.3.1 Readability studies 2.5.3.2 Other approaches 2.5.3.3 Interpretation of reading task difficulty in thisresearch 2.6 Chapter summaryChapter Three Research Methodology 3.1 A proposed framework for TEM-4 reading task difficultyanalysis 3.1.1 Introduction to the framework 3.1.2 Profile of new framework 3.1.3 Definitions and explanations of key terms 3.2 Research questions 3.3 Research instruments 3.3.1 Rating instrument 3.3.2 Research materials 3.4 Participants 3.4.1 Instrument raters 3.4.2 Test takers 3.5 Data collection 3.5.1 Rated variables 3.5.2 Counted variables 3.5.3 Mathematically calculated variables 3.5.4 Data preparation and management 3.6 Data analysis procedures 3.6.1 Reliability of ratings 3.6.2 Descriptive statistical analysis 3.6.3 Pair-wise correlation 3.6.4 Exploratory factor analyses (EFA) 3.6.5 Confirmatory factor analyses (CFA) 3.6.6 Multiple regression (MR) 3.7 Chapter summaryChapter Four Results and Discussions 4.1 Reliability of ratings 4.2 Descriptive statistics of reading test in TEM-4 2005 and 2006 4.3 Standardization of the 85 variables 4.4 Pair-wise correlation 4.5 Exploratory factor analyses 4.6 Confirmatory factor analyses 4.7 Multiple regression 4.8 Chapter summaryChapter Five Conclusions 5.1 Summary of findings 5.2 Theoretical implications 5.3 Methodological implications 5.4 Implications for language testing practice 5.5 Limitations of the study 5.6 Suggestions for further research 5.7 Chapter summaryRefereneesAppendix A Rating instrument for TEM-4 reading characteristicsAppendix B T score descriptive statistics for task characteristicvariablesAppendix C Pair-wise correlations between item difficulty andreading task characteristic variablesAppendix D Reading comprehension section of the 2005 TEM-4Appendix E Reading comprehension section of the 2006 TEM-4