Chapter one Introduction
1.1 Research Background
In English learning and teaching, reading has always been the focus. “Listening,saying, reading, writing, and translating” are the five elements of language learning,regardless of the language learners or for ESL/EFL students, reading is one of the mostimportant channels to obtain information. Especially for ESL/EFL learners, they are inthe native language environment and they do not have the good environment to practicelistening. In this case, reading becomes the most effective and the most important way tounderstand foreign culture and to promote international understanding.Because of reading in the process of learning a foreign language is so important,reading test also has the corresponding importance in the language testing. In all typesand various levels of language testing, reading test is an important component. In thestage of basic education, regardless of the senior high school entrance examination orcollege entrance examination, reading test scores proportion has reached 30-40%. Fromthe perspective of great test influence, the proportion of the reading test scores in CET,TEM, PET, TOEFL and other English tests has reached 40%. With the new item types(reading and translation, reading and easy) are provided, reading comprehension scoresin CET examination have accounted for 50% of the total score.
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1.2 Research Purposes and Significances
At present, the study of reading ability test mode which is based on multiple-choicequestions is not perfect; especially this study lacks empirical research. The Ma Liya andBai Jing studied 8 kinds of core periodicals in 5 years (1999-2017) and analyzed that inthese 5 years the number of empirical research of test was as 3 times or even 4 timesmuch as non-empirical research of test. And the angle is also relatively simple. Althoughthe studies showed that the reading test based on multiple-choice questions will bringmany negative effects, they lacked systematic and theoretical analysis. From the teachingpoint of view, the researchers also lacked information of how current high schoolstudents practice in reading tests and their reading ability, so the teaching suggestionremains to be perfect. The author would like to contribute and try to remedy this blank.The purpose and significance of this research can be summarized as the following: 1)It is to investigate the influence of item types on Chinese senior students’ reading testperformance, and the relations between item types and test scores. 2) It is to providesome implications for the teaching, learning and testing of EFL reading, and somesuggestions on improving the validity of reading tests. 3) It is a meaningful attempt toconduct item type research, a meaningful attempt to search solution to the problem withEnglish reading tests.
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Chapter two Literature Reviewof Reading Test
2.1. Definition of Reading Ability
Francis Bacon wrote in his On reading: some books are to be tasted; some books tobe swallowed, and some to be chewed and digested. Reading is the same, but why dopeople take different ways? It is because of different reading purposes. Francoise Grelletstated that there are two purposes of reading: one is to obtain fun; the other one is toobtain information. But pe，英语论文题目，英语毕业论文
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