本探讨试图采用定性与定量探讨相结合的探讨措施，英语论文网站，以英语系低年级两个学期期末阅读测试为例做效度实证探讨，考察英语系低年级期末阅读测试的效度程度并探索其原因，同时也提出阅读教学的有效措施。
Chapter One Introduction引言
本章介绍了这项探讨，论文从以下几个方面的一般描述的探讨，英语毕业论文，探讨的动机，这项探讨的重要意义和总体结构的论文。This chapter introduces this study and the thesis from the following aspects: thegeneral description of the study, the motivations for the research, the significance of thestudy and overall structure of the thesis.
1.1 General Description of the Study总体描述
This study was undertaken to explore the validity of reading comprehension (RC)of two End-of-Term Tests (ETT) for a class of English major from 2017 to 2017( firstand second-year). The following is the objectives of this research addressed in thestudy:First is to check the validity of RC of two end-of-term tests for a class of Englishmajor from 2017 to 2017 in YU based on The Reading Teaching Syllabus for EnglishMajors and The Test Syllabus for English Majors.Second is to explore the washback effect of the validity of RC at YU on readingteaching and learning.Third is to explore the way to improve the drawback if there is any.The data collected in the study include ETT papers of Reading Course for First-and Second-Year College English Majors from 2017 to 2017， The Reading TeachingSyllabus for English Majors and The Test Syllabus for English Majors. Data analysisinvolves three steps: counting, calculation and comparison.
1.2 Motivation for the Research探讨动机
By using quantitative and qualitative research methods, motivations for thisresearch can be generalized into the following aspects: to measure the validity level ofend-of-term English reading tests (ETERT) for second-year college English majors andits effect on reading teaching and learning, to analyze the shortcomings of the validityof the test and to make corresponding suggestions, so as to make the test better serve theteaching and learning of English reading, and to constantly improve the quality ofreading teaching and learning. Meanwhile, the research aims to provide a reference forthe ETT of other subjects to improve the overall quality of teaching and learning, so asto ultimately improve their English reading ability and other aspects of Englishlanguage competence. It also aims to propose ways to enhance the positive impacts andto minimize the negative effects of the test on teachers' teaching and students' learning.
1.3 Significance of the Study探讨意义
The significance of this study is as follows;Theoretically, in one hand，this study would provide a reliable and profoundbackground on the matter and set out on a reference for helping university-based ETRTfor English major better serve reading teaching and learning, so as to improve thequality of English reading teaching and learning, and to improve their English readingability. In the other hand，this study can make up for the lack of the study on the validityof university-based end-of-term reading tests for English majors, expanding case studieson University-based Test (UBT). Meanwhile，this study can provide a reference forother UBT to promote the reform of university-based tests.Practically，this study would help the researchers gain more knowledge and skillsin this field and offer references for test designers to improve the design of RC of ETRT,which is aimed at raising its validity.Pedagogically, by accen | 
