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本文以1996-2007CET54套听力理解试题为研究对象,依据相应大学英语教学大纲和CET考试大纲,参照Bachman & Palmer(1996)的任务特征框架,对其语篇输入和预期回答任务特征进行历时分析,旨在探讨这十二年CET听力理解试题反映出的命题质量。研究结果表明:1)CET听力试题的语篇输入和预期回答任务特征比较符合相应教学大纲、考试大纲的要求。2)CET4和CET6的难度区分比较符合教学大纲与考试大纲对两个级别考试的要求。然而分析中也发现一些不足,部分试卷材料偏难、偏长、语速偏低等。基于上述研究结果,本文尝试为CET听力理解试题的命制提供一些参考性建议。
Based on the corresponding college English syllabus and CET examination syllabus, referring to the task characteristic framework of Bachman & Palmer (1996), this essay analyzes the listening comprehension questions of 54 sets of CETs from 1996 to 2007, The purpose of this 12-year CET listening comprehension test is to demonstrate the quality of the propositions. The results show that: 1) The CTE listening questions’ text input and expected response task characteristics compare with the corresponding syllabus and exam outline requirements. 2) CET4 and CET6 difficult to distinguish more in line with the syllabus and the two syllabus exam outline requirements. However, the analysis also found some shortcomings, some papers difficult materials, partial length, low speed and so on. Based on the above findings, this article attempts to provide some reference suggestions for the compilation of CET listening comprehension questions.