"任務(wù)"被認(rèn)為是評(píng)價(jià)學(xué)習(xí)者語言運(yùn)用能力的有效工具，但如何確定任務(wù)的難度卻一直是個(gè)懸而未決的問題。本書在收集大量相關(guān)數(shù)據(jù)的基礎(chǔ)上，系統(tǒng)研究了這一課題，構(gòu)建了以"輸入—信息處理—輸出"為核心的任務(wù)難度分析框架，并利用一系列綜合因素對(duì)測試任務(wù)進(jìn)行難度分析。這一研究為分析語言測試中的任務(wù)難度提供了的理論依據(jù)，為測試者選擇任務(wù)提供了分析的模板。本書對(duì)于如何進(jìn)行任務(wù)型語言評(píng)價(jià)研究具有較高的參考價(jià)值。
"任務(wù)"被認(rèn)為是評(píng)價(jià)學(xué)習(xí)者語言運(yùn)用能力的有效工具，但如何確定任務(wù)的難度卻一直是個(gè)懸而未決的問題。本書在收集大量相關(guān)數(shù)據(jù)的基礎(chǔ)上，系統(tǒng)研究了這一課題，構(gòu)建了以"輸入—信息處理—輸出"為核心的任務(wù)難度分析框架，并利用一系列綜合因素對(duì)測試任務(wù)進(jìn)行難度分析。
Chapter 1 Introduction
1.1 The Nature of the Problem
1.2 Defining the Problem
1.3 Purpose of Investigations
1.4 Significance of the Study
1.5 Organization of Thesis
Chapter2 English Teaching and Language Testing in China
2.1 English Education in China
2.1.1 Student Population
2.1.2 Teacher Resources
2.1.3 Instructional Time for Language Learning
2.1.4 Management System
2.1.5 Textbooks and Teaching Resources
2.1.6 Trends of Development
2.2 Communicative Language Teaching and the National English Curriculum Standards
2.2.1 Communicative Language Teaching
2.2.2 The National English Curriculum Standards
2.3 Current Problems in English Teaching in Schools
2.3.1 The Curriculum Objectives and Language Assessment
2.3.2 Curriculum, Teaching and Testing: Problems
2.4 Task-Based Approaches to the Problems
2.4.1 Task-Based Language Teaching: Challenges
2.4.2 Task-BasedAssessment
2.5 Summary
Chapter 3 Literature Review: Language Testing, Task-Based Assessment, and Task Difficulty
3.1 Language Testing: Issues and Problems
3.2 Communicative Language Testing
3.2.1 Basic Issues
3.2.2 Commtmicative Tests: Models
3.3 Task-Based Approaches and Performance Assessment
3.3.1 Some Research Questions in Task-Based Approaches
3.3.2 Task-Based Approaches to Testing
3.3.3 Cognitive Dimensions: Information-ProcessingApproaches
3.3.4 Implications for Language Assessment
3.4 Assessing Task Difficulty
3.4.1 Defining Task Difficulty
3.4.2 Sequencing Tasks: Rationale and Task Difficulty Factors
3.4.3 Designing Tasks
3.5 Task Difficulty Matrix
3.5.1 The Norris-Brown et aL's Studies
3.5.2 Problematizing Norris et al 's Matrix
3.6 Rater Training and Objective Measures
3.6.1 Task Difficulty Matrix: Rater Training
3.6.2 Measuring Task Performance: The Discourse Analysis Measures
Chapter 4 Research Methods
4.1 Research Design
4.2 Method
4.2.1 Participants
4.2.2 Effective Tasks
4.2.3 Establishing the Difficulty of Tasks
4.2.4 Qualitative Analyses
4.2.5 Rater Training
4.2.6 Measuring Student Written Performance
4.3 Data Summary and Data Analysis
4.3.1 TBAReliability
4.3.2 TBA Validity
4.3.3 Data Analysis
Chapter 5 Task Difficulty Matrix I: Evolving the IPO Task Difficulty Matrix
5.1 Application of Norris et aL's Matrix
5.1.1 Study One: Application of Norris et al.'s Matrix
5.1.2 Studies Two, Three, and Four: Applications of the Norris et al.'s Matrix
5.2 The Input-Processing-Output Task Difficulty Matrix
5.2.1 Establishing the Matrix: Input-Processing--Output by Content-Form-Support
5.2.2 Study Five: Applying the IPO-CFS Task Difficulty Framework
5.2.3 StudySix: Refining the Task Difficulty Framework : IPOby Extended CFS
5.2.4 Study Seven : Refining the Task Difficulty Frarnework : IPO by Extended CFS
5.2.5 Self-Report Written Data
5.2.6 Study Eight: Refining the Task Difficulty Framework:Integrated IPO by ILPS
5.3 Task Difficulty Component Analysis
5.3.1 Component Analysis and the Refined IPO Matrix
5.3.2 StudyNine: Refining the Task Difficulty Framework : IPOby Reduced ILPS
5.3.3 StudyTen: Refining the Task Difficulty Framework : IPOby Reduced ILPS
Chapter 6 IPO Task Difficulty Matrix II: Dimensions and Components
6.1 The Construction of the Task Difficulty Matrix
6.1.1 Definitions of Dimensions and Their Characteristics
6.1.2 Definitions of the Task Components in Operational Terms
6.2 ACompadson between Brown etal.'s Matrix and the IPO Task Difficulty Matrix
6.2.1 Similarities
6.2.2 Differences
6.3 The Original Research Questions
6.3.1 Research Question 1
6.3.2 Research Question 2
6.3.3 Research Question 3
6.3.4 Research Question 4
6.4 Summary
Chapter 7 Rater Training for IPO Task Difficulty Matrix
7.1 Rationale
7.2 Study 11: A Pilot Study for Rater Training
7.2.1 Materials and Raters
7.2.2 Procedures
7.2.3 Results
7.3 Study 12: Establishing Expert Ratings
7.3.1 Tasks and Instruments
7.3.2 Experts and Procedures
7.3.3 Results
7.4 Study 13: Rater Training
7.4.1 Raters and Materials
7.4.2 Procedures
7.4.3 Results
7.5 Discussion and Implications
7.5.l Discussion: Rater Training and Standardization
7.5.2 Implications for the Rater Training
Chapter 8 Discourse Measures for Student Performance
8.1 Research Methods
8.1.1 Participants
8.1.2 Writing Tasks
8.1.3 Task Instructions and Formats
8.1.4 Discourse Analysis Measures
8.1.5 Setting and Procedures
8.2 Results and Analysis
8.2.1 Discourse Measure Results
8.2.2 Discourse Measure Correlations
8.2.3 Analytical Rating Results and Discourse Measures
8.2.4 Students' Perceptions of the Writing Tasks
8.3 Discussions and Impact of Conditions on Discourse Measures
8.4 Conclusions
Chapter 9 Conclusions and Implications
9.1 Summary of Research Findings
9.2 Implications, Reflections, and Future Research
9.2.1 Tasks and Task-Based Assessment
9.2.2 Language Teaching and Learning
9.2.3 Reflections and Limitations
9.2.4 Suggestions for Future Research
9.3 Conclusions
References
Appendices
