원문정보
초록
영어
This paper reports on the validation of the C-Test amongst Chinese ESL learners. The hypothesis formulated is that the C-Test is a measure of general language proficiency. A total of 265 Chinese tertiary ESL learners participated in the study. Results from item discrimination analysis, internal consistency analysis, correlation analysis and confirmatory factor analysis confirmed that the C-Test has satisfactory item discrimination and is a reliable and valid measure of general language proficiency amongst Chinese ESL learners. I propose that two texts of the C-Test battery be chosen with its difficulty appropriate to the testees’ proficiency and three beyond their proficiency in order to achieve satisfactory item discrimination. As for its pedagogical implications, we propose that the C-Test be utilized as a placement test and an anchor test in test equating.
목차
INTRODUCTION
LITERATURE REVIEW
Construction and Format of the C-Test
C-Test as a Measure of General Language Proficiency
Merits and Criticisms of the C-Test
RESEARCH HYPOTHESIS AND RESEARCH DESIGN
Research Purpose and Hypothesis
Participants
Instruments
Administration
Data Analysis
RESULTS
Descriptive Statistics of the Instruments
Item Discrimination of the C-Test
Reliability of the C-Test
Concurrent Validity of the Band I Test
Concurrent Validity of the C-Test
Construct Validity of the C-Test
DISCUSSION
CONCLUSION
ACKNOWLEDGEMENTS
THE AUTHOR
REFERENCES
APPENDIX