英语专业八级考试翻译试题效度研究
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摘要
英语专业八级考试是针对我国高校英语专业大四学生的一项大规模高风险考试。它是根据《高等学校英语专业英语教学大纲》的要求、由全国外语专业指导委员会英语组负责组织命题、外语专业教学指导委员会办公室负责实施的全国性考试。考试的目的是:测量学生对英语语言技能和知识的掌握情况;评价大纲的执行情况;对英语课堂产生正面的反拨作用。要对考生的英语能力做出准确的判断,发挥考试对英语学习的正面反拨作用,测试效度至关重要。
本学位论文的主要内容是研究高等学校英语专业八级考试中翻译试题的效度,采用了理论联系实际,定性的分析方法。
本文第一部分介绍了与效度相关的概念。效度指一套测试所考的是否就是设计人想考的内容。效度的高低是衡量语言测试最重要的指标,是一切语言测试的基本出发点,其重要性贯穿考试设计和评价的整个过程。接着,本文描述了英语专业八级考试中翻译试题的目的,特点。英语专业八级中的翻译考试作为一种主观性、综合性,直接性的考试,目的是为了考查学生英汉互译的能力,考查学生英语及汉语的理解表达能力。接着,结合问卷调查,考试大纲,采用定性的方法分析了考试的表面效度、结构效度和内容效度。
本研究的主要结论为:
第一,英语专业八级中的翻译测试受到大部分学生的认可,是一种有效的测试测试,具有很高的表面效度。
第二,翻译测试要考查的主要为三种能力,即理解能力、表达能力和翻译知识。通过内部相关分析,我们得出的结论是翻译测试具有较高的结构效度。
第三,结合近三年的翻译试题,分析结果表明翻译测试总体上实现了《考试大纲》的意图,具有一定的内容效度,同时也发现了一些问题,影响内容效度的实现。首先是考试提示语不够全面。一个全面的提示语对考生的做题效果具有重要影响。因此,在考试的提示语中应该适当增加有关原作(如作者、出处、写作背景)、译文读者、评分标准等具体信息。其次,所选段落普遍过长,我们建议应该适当缩短段落长度,以便更好的测试学生的翻译能力;第三,对所选文章的题材,体裁形式分布不够平衡。题材上,集中于社会生活和文化,而体裁分体上,议论文分布最多。所以,在今后的选题中,我们应该使更多的体裁、题材形式出现在翻译测试中。
本研究希望在提高英语专业八级考试翻译试题的效度有一定的实际价值,以便更好的促进大学英语教学。
Test for English Majors Band 8 (TEM8) is a large-scale, high-stake test designed for English majors who are at the end of the four-year undergraduate program. The objective is to measure their English proficiency, evaluate English language teaching in the light of the national teaching syllabuses and to bring about beneficial washback effect on teaching and learning. To ensure the exact judgment of candidates' proficiency in English and the positive backwash on their learning, it is vital to guarantee a high validity.
The main focus of the present study is placed on the validation of translation items of TEM8. The approach adopted in the study is a combination of theory with practice.
Firstly, the paper makes a brief theoretical exploration on validity and validation of language testing, holding that validity is the primary concern in test interpretation and use with its significance running through the entire process of test construction and evaluation. The paper goes on to describe the purpose and characteristics of translation in TEM8. The purpose of translation test, as a kind of subjective, integrative and direct test, is to test the students' ability to render versions from their first language to the target language and vice versa, to test the students' ability to comprehend and express themselves English and Chinese. Then, the paper analyzes in detail the face, construct and content validity of the translation items in TEM8 using qualitative approach. The instruments employed include questionnaire, the testing syllabus and Bachman's framework of test method facets.
The main findings that emerged in this investigation of validity of TEM8 translation test are listed below:
Firstly, translation test in TEM8, as a kind of subjective, integrative, and direct test, turns out to be an effective test, which is widely accepted by large numbers of students.
Secondly, three abilities are tested in translation test: understanding ability, expressive ability and basic knowledge on translation. Through inter-correlation analysis, we find that the construct validity of TEM8 translation is satisfactory.
Thirdly, this study has shown that the content of translation in TEM8 reflects the main requirements laid down in the testing syllabus and reached a satisfactory content validity.
However, the study also highlights a number of problems affecting the realization of content validity and tries proposing ways to solve these problems during the study. The first problem is that the instruction is far from comprehension. We suggest that basic information on the original passages such as author, source, potential readers etc. as well as criteria for correctness should be added in the test instructions. And, through analysis, we find the passages for translation in TEM8 over the past three years are a little longer than the requirement set down in the testing syllabus. Thus, a better control should be exercised on the input capacity. Moreover, the distribution of topics and genre should be balanced.
This thesis is hopeful of having some practical value, intending not only to investigate the validity of translation in TEM8, but also to offer some clues that may help related persons and authorities to have a further and comprehensive understanding of validity, and realize its importance in actual testing practice (test designing, test administration and test evaluation). At the same time, the study is beneficial and worthwhile on how to ensure and improve the validity of translation in high-stake tests.
本学位论文的主要内容是研究高等学校英语专业八级考试中翻译试题的效度,采用了理论联系实际,定性的分析方法。
本文第一部分介绍了与效度相关的概念。效度指一套测试所考的是否就是设计人想考的内容。效度的高低是衡量语言测试最重要的指标,是一切语言测试的基本出发点,其重要性贯穿考试设计和评价的整个过程。接着,本文描述了英语专业八级考试中翻译试题的目的,特点。英语专业八级中的翻译考试作为一种主观性、综合性,直接性的考试,目的是为了考查学生英汉互译的能力,考查学生英语及汉语的理解表达能力。接着,结合问卷调查,考试大纲,采用定性的方法分析了考试的表面效度、结构效度和内容效度。
本研究的主要结论为:
第一,英语专业八级中的翻译测试受到大部分学生的认可,是一种有效的测试测试,具有很高的表面效度。
第二,翻译测试要考查的主要为三种能力,即理解能力、表达能力和翻译知识。通过内部相关分析,我们得出的结论是翻译测试具有较高的结构效度。
第三,结合近三年的翻译试题,分析结果表明翻译测试总体上实现了《考试大纲》的意图,具有一定的内容效度,同时也发现了一些问题,影响内容效度的实现。首先是考试提示语不够全面。一个全面的提示语对考生的做题效果具有重要影响。因此,在考试的提示语中应该适当增加有关原作(如作者、出处、写作背景)、译文读者、评分标准等具体信息。其次,所选段落普遍过长,我们建议应该适当缩短段落长度,以便更好的测试学生的翻译能力;第三,对所选文章的题材,体裁形式分布不够平衡。题材上,集中于社会生活和文化,而体裁分体上,议论文分布最多。所以,在今后的选题中,我们应该使更多的体裁、题材形式出现在翻译测试中。
本研究希望在提高英语专业八级考试翻译试题的效度有一定的实际价值,以便更好的促进大学英语教学。
Test for English Majors Band 8 (TEM8) is a large-scale, high-stake test designed for English majors who are at the end of the four-year undergraduate program. The objective is to measure their English proficiency, evaluate English language teaching in the light of the national teaching syllabuses and to bring about beneficial washback effect on teaching and learning. To ensure the exact judgment of candidates' proficiency in English and the positive backwash on their learning, it is vital to guarantee a high validity.
The main focus of the present study is placed on the validation of translation items of TEM8. The approach adopted in the study is a combination of theory with practice.
Firstly, the paper makes a brief theoretical exploration on validity and validation of language testing, holding that validity is the primary concern in test interpretation and use with its significance running through the entire process of test construction and evaluation. The paper goes on to describe the purpose and characteristics of translation in TEM8. The purpose of translation test, as a kind of subjective, integrative and direct test, is to test the students' ability to render versions from their first language to the target language and vice versa, to test the students' ability to comprehend and express themselves English and Chinese. Then, the paper analyzes in detail the face, construct and content validity of the translation items in TEM8 using qualitative approach. The instruments employed include questionnaire, the testing syllabus and Bachman's framework of test method facets.
The main findings that emerged in this investigation of validity of TEM8 translation test are listed below:
Firstly, translation test in TEM8, as a kind of subjective, integrative, and direct test, turns out to be an effective test, which is widely accepted by large numbers of students.
Secondly, three abilities are tested in translation test: understanding ability, expressive ability and basic knowledge on translation. Through inter-correlation analysis, we find that the construct validity of TEM8 translation is satisfactory.
Thirdly, this study has shown that the content of translation in TEM8 reflects the main requirements laid down in the testing syllabus and reached a satisfactory content validity.
However, the study also highlights a number of problems affecting the realization of content validity and tries proposing ways to solve these problems during the study. The first problem is that the instruction is far from comprehension. We suggest that basic information on the original passages such as author, source, potential readers etc. as well as criteria for correctness should be added in the test instructions. And, through analysis, we find the passages for translation in TEM8 over the past three years are a little longer than the requirement set down in the testing syllabus. Thus, a better control should be exercised on the input capacity. Moreover, the distribution of topics and genre should be balanced.
This thesis is hopeful of having some practical value, intending not only to investigate the validity of translation in TEM8, but also to offer some clues that may help related persons and authorities to have a further and comprehensive understanding of validity, and realize its importance in actual testing practice (test designing, test administration and test evaluation). At the same time, the study is beneficial and worthwhile on how to ensure and improve the validity of translation in high-stake tests.
引文
[1]Alderson J.C.,Clapham C.,Wall D.Language Test Construction and Evaluation..Beijing:Foreign Language Teaching and Research Press,2000.170-197
[2]Bachman L,Palmer A.Language Testing in Practice.Shanghai:Shanghai Foreign Language Education Press,1999.17-43
[3]Bachman L.Fundamental Considerations in Language Testing.Shanghai:Shanghai Foreign Language Education Press,1999.111-159
[4]Brown J.D.Testing in Language Programs:A Comprehensive Guide To English Language Assessment.New York:The McGraw-Hill Companies,Inc.,2005.
[5]Davies A.Principles of Language Testing.Oxford:Basil Blackwell Ltd,1990.
[6]Campbell S.J.Towards a Model of Translation Competence.Meta,1991,36(2):329-342
[7]Davies A.,Brown A.,Elder C.et al.Dictionary of Language Testing.Beijing:Foreign Language Teaching and Research Press,2000.9-12
[8]Goff-Kfour.Testing and Evaluation in the Translation Classroom.Translation Journal,2004 13(8)
[9]Heaton,J.B.Writing English Language Tests.Beijing:Foreign Language Teaching and Research Press,2000.
[10]Henning G.A Guide to Language Testing:Developing,Evaluation and Research.Beijing:Foreign Language Teaching and Research Press,2001.
[11]House J.Translation Quality Assessment:A Model Revised.Dischingerweg:Gunter Narr Verlag Tubingen,1997.1-16
[12]Hughes A.Testing for Language Teachers.Beijing:Foreign Language Teaching and Research Press,2000.
[13]Lado,R.Language Testing.New York:McGraw-Hill,1961
[14]McNamara T.Language Testing.Shanghai:Shanghai Foreign Language Education Press,2003.35-55
[15]Melis N.M.,Albir,A.H.Assessment in Translation Studies:Research Needs.Meta,2001,46(2):272-288
[16]Munby,J.L.Communicative Syllabus Design.Cambridge:Cambridge University Press,1978.
[17]Newmark,Peter.A Textbook of Translation.Shanghai:Shanghai Foreign Language Education Press,2001:21,37.
[18]Newmark,Peter.Approaches to Translation.London:Pergamon Press Ltd.,1982:114-127
[19]Nida,Eugene A.Language,culture,and translating.Shanghai:Shanghai Foreign Language Education Press,2000:135-139.
[20]Nuttall,Christine.Teaching Reading Skills in a Foreign Language.London:Heinemann Education Books Ltd,1982:132-133.
[21]Suen H.K.Principles of Test Theories.New Jersey:Lawrence Erlbaum Associates,Inc.,Publisher,1990.131-152
[22]Waddington,C.Different Methods of Evaluating Student Translations:The Question of Validity.Meta,2001.46(2):311-325
[23]Weir,C.J.Communicative Language Testing.London:Prentice Hall,1990.
[24]Wood,R.B.2001 Assessment and testing:a survey of research.Beijing:Foreign Language Teaching and Research Press,147-148.
[25]Zou Shen 1997.The test for English Majors(TEM)Validation Study.Shanghai:Shanghai Foreign Language Education Press.
[26]陈宏薇,李亚丹.新编汉英翻译教程.上海:上海外语教育出版设,2004.
[27]陈燕.全国硕士研究生入学统一考试的阅读理解内容效度研究(硕士学位论文).成都:西南交通大学,2007
[28]韩宝成.外语教学科研中的统计方法.北京:外语教学与研究出版社,2000.
[29]李筱菊.语言测试科学与艺术.长沙:湖南教育出版社,1997
[30]李欣.翻译测试的结构效度及其实现.东北大学学报(社会科学版),2004.6(3):217-219
[31]刘润清,韩宝成,语言测试和它的方法.北京:外语教学与研究出版社,2004.
[32]秦晓晴.外语教学研究中的定量数据分析.武汉:华中科技大学出版社,1999.
[33]申富英.突破英语专业八级13000词.大连:大连理工大学出版社,2005.
[34]杨惠中,Weir,C.J,大学英语四、六级考试效度研究,上海:上海外语教育出版社,1998
[35]高等学校外语专业教学指导委员会英语组,,《高等学校英语专业英语教学大纲》上海上海外语教育出版社
[36]高校英语专业八级考试大纲修订小组,高校英语专业八级考试大纲.上海上海外语教育出版社,2004.
[37]张艳莉,席仲恩,英语专业八级翻译.大连:大连理工大学出版社,2005.
[38]钟述孔.英汉翻译手册.北京:商务印书馆,1983.1-55
[2]Bachman L,Palmer A.Language Testing in Practice.Shanghai:Shanghai Foreign Language Education Press,1999.17-43
[3]Bachman L.Fundamental Considerations in Language Testing.Shanghai:Shanghai Foreign Language Education Press,1999.111-159
[4]Brown J.D.Testing in Language Programs:A Comprehensive Guide To English Language Assessment.New York:The McGraw-Hill Companies,Inc.,2005.
[5]Davies A.Principles of Language Testing.Oxford:Basil Blackwell Ltd,1990.
[6]Campbell S.J.Towards a Model of Translation Competence.Meta,1991,36(2):329-342
[7]Davies A.,Brown A.,Elder C.et al.Dictionary of Language Testing.Beijing:Foreign Language Teaching and Research Press,2000.9-12
[8]Goff-Kfour.Testing and Evaluation in the Translation Classroom.Translation Journal,2004 13(8)
[9]Heaton,J.B.Writing English Language Tests.Beijing:Foreign Language Teaching and Research Press,2000.
[10]Henning G.A Guide to Language Testing:Developing,Evaluation and Research.Beijing:Foreign Language Teaching and Research Press,2001.
[11]House J.Translation Quality Assessment:A Model Revised.Dischingerweg:Gunter Narr Verlag Tubingen,1997.1-16
[12]Hughes A.Testing for Language Teachers.Beijing:Foreign Language Teaching and Research Press,2000.
[13]Lado,R.Language Testing.New York:McGraw-Hill,1961
[14]McNamara T.Language Testing.Shanghai:Shanghai Foreign Language Education Press,2003.35-55
[15]Melis N.M.,Albir,A.H.Assessment in Translation Studies:Research Needs.Meta,2001,46(2):272-288
[16]Munby,J.L.Communicative Syllabus Design.Cambridge:Cambridge University Press,1978.
[17]Newmark,Peter.A Textbook of Translation.Shanghai:Shanghai Foreign Language Education Press,2001:21,37.
[18]Newmark,Peter.Approaches to Translation.London:Pergamon Press Ltd.,1982:114-127
[19]Nida,Eugene A.Language,culture,and translating.Shanghai:Shanghai Foreign Language Education Press,2000:135-139.
[20]Nuttall,Christine.Teaching Reading Skills in a Foreign Language.London:Heinemann Education Books Ltd,1982:132-133.
[21]Suen H.K.Principles of Test Theories.New Jersey:Lawrence Erlbaum Associates,Inc.,Publisher,1990.131-152
[22]Waddington,C.Different Methods of Evaluating Student Translations:The Question of Validity.Meta,2001.46(2):311-325
[23]Weir,C.J.Communicative Language Testing.London:Prentice Hall,1990.
[24]Wood,R.B.2001 Assessment and testing:a survey of research.Beijing:Foreign Language Teaching and Research Press,147-148.
[25]Zou Shen 1997.The test for English Majors(TEM)Validation Study.Shanghai:Shanghai Foreign Language Education Press.
[26]陈宏薇,李亚丹.新编汉英翻译教程.上海:上海外语教育出版设,2004.
[27]陈燕.全国硕士研究生入学统一考试的阅读理解内容效度研究(硕士学位论文).成都:西南交通大学,2007
[28]韩宝成.外语教学科研中的统计方法.北京:外语教学与研究出版社,2000.
[29]李筱菊.语言测试科学与艺术.长沙:湖南教育出版社,1997
[30]李欣.翻译测试的结构效度及其实现.东北大学学报(社会科学版),2004.6(3):217-219
[31]刘润清,韩宝成,语言测试和它的方法.北京:外语教学与研究出版社,2004.
[32]秦晓晴.外语教学研究中的定量数据分析.武汉:华中科技大学出版社,1999.
[33]申富英.突破英语专业八级13000词.大连:大连理工大学出版社,2005.
[34]杨惠中,Weir,C.J,大学英语四、六级考试效度研究,上海:上海外语教育出版社,1998
[35]高等学校外语专业教学指导委员会英语组,,《高等学校英语专业英语教学大纲》上海上海外语教育出版社
[36]高校英语专业八级考试大纲修订小组,高校英语专业八级考试大纲.上海上海外语教育出版社,2004.
[37]张艳莉,席仲恩,英语专业八级翻译.大连:大连理工大学出版社,2005.
[38]钟述孔.英汉翻译手册.北京:商务印书馆,1983.1-55