| 高校英语专业四级考试阅读理解能力研究 |
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| 引用本文： | 李传益.高校英语专业四级考试阅读理解能力研究[J].考试研究,2014(4):35-40. |
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| 作者姓名： | 李传益 |
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| 作者单位： | 湖北科技学院外国语学院,湖北咸宁437100 |
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| 基金项目： | 本文为2013年校级科研项目（编号：kyzx04）阶段性研究成果之一. |
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| 摘 要： | 基于Grabe＆Stoller（2005）的阅读能力层次理论以及《高校英语专业四级考试大纲（2004）》对于基础阶段英语专业学生英语阅读能力的考查要求，从能力分类、能力层次评价以及题目难度和区分度与能力层次关系的角度，研究2010年TEM4阅读理解试题中体现的阅读理解能力。结果表明，教师对题目的能力分类和能力层次评价存在明显分歧，但题目难度和区分度与题目能力层次存在正相关。
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| 关 键 词： | TEM4 阅读理解 能力 难度 区分度 |
On Reading Ability of 2010 TEM4 Reading Comprehension |
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| Li Chuanyi.On Reading Ability of 2010 TEM4 Reading Comprehension[J].Examinations Research,2014(4):35-40. |
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| Authors: | Li Chuanyi |
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| Institution: | Li Chuanyi (College of Foreign Language, Hubei University of Science and Technology, Xianning, Hubei, 437100) |
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| Abstract: | Based on the reading ability level theory put forward by Grabe ＆ Stoller （2005） and the reading requirements for grade 1 and 2 for English majors in TEM4 Syllabus, this paper, taking the reading comprehension items in 2010 as an example, examined TEM4 Reading Comprehension items from the following 4 perspectives： the categories of reading ability, 10 teachers＇ evaluation of reading ability levels, the relationship between the ability levels and the item difficulty and discrimination. The results show that obvious differences exist in teachers＇ evaluation, and the ability levels correlate positively with item difficulty and discrimination. |
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| Keywords: | TEM4 Reading Comprehension Ability Difficulty Discrimination |
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