海船船员适任证书英语考试论文：海船船员适任证书英语考试 效度 STCW公约 考试模式 题型种类 反拨效应.doc

海船船员适任证书英语考试论文：海船船员适任英语考试效度研究【中文摘要】在国际航运界,同一条船上工作的船员来自不同的国家,已是十分常见的现象。因此,能够有效地和船上及岸上工作人员进行交流,对于船员来说至关重要。英语已被认定是海上交流的国际通用语言,对于母语是非英语的船员来说,具有良好的英语听说读写能力非常重要。中国海船船员适任证书英语考试是国内最重要的对中国船员英语水平进行资格认证的考试,旨在确保中国船员达到海上多语言工作环境基本要求,特别是STCW公约对于语言能力的要求,对于保证船员教育和考核质量,起到了十分重要的作用。鉴于STCW公约已被修改和完善,目前的中国海船船员适任证书英语考试能否体现STCW公约对语言类的要求,一直受到密切关注。本论文采用问卷和访谈的调查手段,将定性分析和定量分析相结合,旨在通过分析中国海船船员适任证书英语考试体系与STCW公约对语言要求的关系,研究中国海船船员适任证书英语考试的效度。首先,文章研究了中国海船船员适任证书英语考试内容是否符合STCW中对语言的要求。然后,进一步探讨中国海船船员适任证书英语考试的模式和题型种类,力求判断模式设计是否合理,题型种类是否足够反映STCW公约对语言的要求。通过分析得出,中国海船船员适任证书.【英文摘要】In international shipping industry, it is common that seafarers serving in the same boat are from different countries. Thus, it is vitally important for seafarers to communicate effectively with personnel board and ashore. English has been considered as the universal language used for communication at sea. The ability of a non-native seafarer to have a good command of English is thus very important.The Certificates of Competence English examination is the most important certification examination on Engl.【关键词】海船船员适任证书英语考试 效度 STCW公约 考试模式 题型种类 反拨效应【英文关键词】Certificates of Competence English Examination Validity STCW Convention Examination Mode Test Item Type Washback Effect【目录】海船船员适任英语考试效度研究摘要5-6ABSTRACT6-7Chapter 1 Introduction12-201.1 Background12-171.1.1 Importance of Communication at Sea12-131.1.2 Language Requirements in STCW Conventions13-151.1.3 Importance of the CoCs English Examination15-161.1.4 Basic Information about the CoCs English Examination16-171.2 Research Question17-181.3 Purpose and Significance of This Thesis18-191.4 Layout of This Thesis19-20Chapter 2 Literature Review20-382.1 Fundamentals of Testing20-232.1.1 Reliability,Validity and Practicality202.1.2 The Importance of Validity20-212.1.3 Types of Validity21-232.2 ESP Theory23-312.2.1 Definitions of ESP24-252.2.2 Origins of ESP25-262.2.3 Categories of ESP26-282.2.4 ESP Theory in ME Teaching28-312.3 Washback Effect31-342.3.1 Definitions of Washback Effect31-332.3.2 Positive and Negative Washback Effects33-342.3.3 Summary342.4 Previous Studies34-382.4.1 Studies of Modes for the CoCs English Examination35-362.4.2 Studies of Test Item Types for the CoCs English Examination362.4.3 Studies of ME Teaching36-38Chapter 3 Research Methodology38-433.1 Research Design38-393.2 Subjects393.3 Instruments39-413.3.1 Questionnaires39-403.3.2 Interviews40-413.4 Data Collection and Analysis Method41-423.5 Validity and Reliability of the Study42-43Chapter 4 Results and Discussion43-714.1 Test Content of the CoCs English Examination and STCW Language Requirements43-484.1.1 Requirements on Maritime English in STCW Conventions43-454.1.2 Subjects Responses to Test Content and STCW Language Requirements45-484.2 Modes of the CoCs English Examination48-554.2.1 Mode Analysis of the CoCs English Examination48-494.2.2 Subjects Responses to the CoCs English Examination Modes49-524.2.3 Subjects Responses to Interviews52-554.3 Test Item Types of the CoCs English Examination55-634.3.1 Analysis of Test Item Types56-584.3.2 Subjects Responses to Test Item Types58-624.3.3 Subjects Responses to Interviews62-634.4 Washback Effects of the CoCs English Examination on ME Teaching63-714.4.1 ME Teaching Syllabus and Vocabulary Analysis63-644.4.2 Subjects Responses to ME Teaching64-684.4.3 Subjects Responses to Interviews68-71Chapter 5 Conclusion71-745.1 A Summary of Findings71-725.2 Implication of the