Academic journal article Canadian Social Science

Empirical Reforms on New-CET4 Communicative Listening Test

Academic journal article Canadian Social Science

Empirical Reforms on New-CET4 Communicative Listening Test

Article excerpt

Abstract

Following An Empirical Study on Problems Involved in CET4 Communicative Listening Test and Teaching. This article also selects two representative classes of sophomores coming from Hubei University of Education as the sample to complete the empirical research on what necessary renovations should be taken place in NewCET4 communicative listening test in the methods of quantitative and qualitative comparative analysis with the help of the instrument SPSS (Statistics Planning of Social Science). The research findings prove that such reformations should be employed in the traditional New-CET4 listening test as to enlarge the length of conversations step by step and involve conversational situations in Section A (Conversation Listening Part), to add short audio-news and video-episodes as well as subjective questions to Section B (Passage Listening Part), and to change traditional word and sentence gap filling into title filling, partial topic sentence filling and key words filling in Section C (Compound Dictation Part).

Key Word: Empirical reforms; CET-4 (College English Test Band 4); Communicative listening test

(ProQuest: ... denotes non-USASCII text omitted.)

INTRODUCTION

In the article An Empirical Study on Problems Involved in CET4 Communicative Listening Test and Teaching, it has been proved that current CET4 listening test (New-CET4) is comprehension-centered rather than communicationcentered and does not put the priority to the purpose of improving students' authentic communicative competence (Lei, 2012). As for the listening materials, they are less concerning English daily communicative situation, most of which belong to written English monologues with strange words and terminologies. As far as the listening question items are concerned, objective questions, namely closed questions always dominate the testing, whereas certain appropriate subjective questions are taken out of consideration, which result in confining students' improvement of potential communicative competence. With regard to the variety of testing contents, it is very dull and plain, which is hard to draw students' enthusiasm.

To reform above shortcomings involved in current CET4 listening test, and transfer the traditional comprehension-oriented test into communicative one, following empirical study has been conducted in the subject college-Hubei University of Education as well.

EMPIRICAL REFORMS ON NEW-CET4 LISTENING TEST

Hypothesis and Purpose

In order to explore out the best listening test in favor of enhancing students' real conversational competence in different communicative situations, the empirical reformed CET4 listening test and the simulated CET4 listening test have been conducted in study simultaneously after a term of communicative listening teaching practice, in the aid of paired samples test and independent samples test by SPSS.

The Hypothesis of this test research is that there is no difference between communication-oriented reformed CET4 listening test achievement and simulated NewCET4 listening test achievement in respect of mean values, which is called null hypothesis. If the null hypothesis is rejected by the result of research, it can be proved that there is a great difference between them, which identifies that the reformed CET4 listening test is superior to the current one in respects of testing and improving students' communicative competence.

The purpose of this test is to justify the communicationoriented reformed CET4 listening test in the method of conducting quantitative analysis of comparative empirical study.

Subjects

Same as the subjects who have been enlisted in questionnaire and test research in the former study, An Empirical Study on Problems Involved in CET 4 Communicative Listening Test and Teaching, the subjects in this research, except one absent in test, conclude 95 students in total with two different majors, one is engineering management, and the other one is primary education as well. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.