语言测试的基本理论

TheoriesandPracticeofEnglishLanguageTestingChapteiOne:BasicNotionsaboutLanguageTesting1..1Whatislanguagetesting,andwhatisitconcernedabout?（语言测试的性质和目的）Languagetestingreferstothesystematicandscientificwaystomeasureandevaluatelearnerslearningresultandteachers,teachingeffectiveness.Somebasicnotionsandpointsaboutlanguagetesting:1.2.1Whatislanguageabilityandmeasurementoflanguageability（语言能力的测量）?Scopeoflanguageabilityisshownasthefollowingdiagram:语言能力语用能力语言功能能力社会语言能力对方言或变体的语感对语域差异的语感对自然地道语言的语感对文化含义或比喻的理解语法能力语音词汇词法句法语篇能力词语连接修辞结构语言功能能力社会语言能力对方言或变体的语感对语域差异的语感对自然地道语言的语感对文化含义或比喻的理解LanguagemeasurementreferstothemeaningfillandappropriateinterpretationstliatEnglishteachersmakeontliebasisofagiventestscores.AsweknowtliatlearnersJlanguageabilityispsychologicalbehaviors,andisdifficulttomeasure.Therefore,wehavetousesomequantitativescoresorcriteriatomeasurelearners'languageproduction.Rulesfbrthemeasurementoflanguageability（语言能力的测量法则）Rulesrefertothewaysandcriteriatomeasurelearners'languageability.Areliableandvalidmeasuiementshouldbebasedonthereasonableandscientificrulesandmethods.Whatisalanguagetest?Alanguagetestreferstoanyproceduresfbrmeasuringlearners'languagecompetenceandperformance.Anastasi（阿纳斯塔西），apsychologistdefinedthetestasastandardizedandobjectivemeasurementofbehaviorsamples1.（将心理测验定义为一种对行为样本客观和标准化的测量1961）.Whatisevaluation?Evaluationrefeistoanysystematicproceduresfbrgatlieriiigandanalysisofinfonnationfbrthepurposeofdecisionmakuig.（为作出某种决策而收集资料，并对其进行分析、解释的系统过程）Evaluationusesbothquantitativemetliodsandqualitativemethods（量化、质化方法）toevaluatealearner^languagecompetenceandperformance.（Weiss,1972）ThepurposeofLanguagetestsistomeasurealearner'slanguageability.Inordertoacliievethispurpose,atestpaperisusuallydesignedtocheckortestthelearner.Aiidscoresobtainedbythelearnerareusedcluesorevidencetoevaluatethelearner^languagecompetenceandpeiibrmance.Atestpaper,justlikeamlerfbrmeasuringlength,aiidwidthofceitamobjects.shouldbeproper,scientificandaccurate,sothatwecangetthereliableandvalidevaluationofthelearner5slanguageability.Functionsoflanguageinclude:Diagnosticfunction:Justasadoctordoessomediagnosestocheckapatient,sillness,ateacheroftendesignssometeststofindoutlearners'progressandachievementsaswellasdisadvantagesandweaknessinthecourseofteachmg.Theteachercanalsousetestasthemeansofgettmgfeedbackabouthisteachmgmethodsandresults.Thatistofindoutwhatshouldbeunprovedintermsofteachingmaterials,teachingmethods,andlearnmgenviiomnent.aswell.Selectivefunction:Sometestsaredesignedinordertoselectapplicantsofceitamlevelsoiqualificationstobeemolledfbrsomeuniversities,suchasTOEFL,TestofEnglishasaForeignLanguage,IELTS.InternationalEnglishLanguageTestmgSystemt（由英国文化协会组织的考试，简称雅思考试，即国际英语语言测试系统），andChina'sCollegeEntranceExamination,etc.Placementfunction:Testsdesignedtoplacestudentsofdifferentlevelsintodifferentclassesorgroups,sothatpropertextbooks,teachmgmethodscanbeusedtoteachstudentsofdifferentlevels,soastoachievebetterteachingresults.Thesetestsarecalledplacementtests（分班考试）.1.3.4.Teachingfunction:Testsaredesignedatceitaiiistagesforstudentstogettheirgeneralinformationsothatteacherscancheckthekteachmgeffectivenessandlearners5learningresultssothattheycanapplydifferentstrategiestomiprovethekteacluiigmethodstomeettheneedofthestudents.Teachmgfunctionmaybeshownmoreclearlyinthefollowingflowchart:入学►考试1►课程►考试2►毕业EmolmentofnewstudentsHavingTest1toknowlearners5presentstandmgandplacethemmtodifferentclassorgroupsDifferentprograms,coursesandstrategiesfbrstudentsofdifferentlevelsHavingTest2toknowwhetherthelearnershaveanivedattheexpectedlearningtaigetsGraduation（ifthelearnershavearrivedatthetaigets,tlieywillbeallowedtograduate,othenviseceitamremedialmeasuresshouldbeaddedtohelpleainerstoreachtlieexpectedtaigetsbeforegraduation.Scientificresearchfunction:Sometestsaieheldtoacliieveinformationordataforscientificresearch,intothequestions,suchas:ComparisonbetweensecondlanguageacquisitionandsecondlanguagelearnmgEnviiomnentfortlieefficiencyofsecondlanguagelearnmgRelationslupbetweendifferentteacluiigprograms/teachmgstrategiesandlearnmgresultsFactorstliataffectthesecondlanguageleainmgRelationshipbetweenteachmgmaterialsandlanguagelearningefficiencyl\pesoflanguagetestsClassificationoftestsonbasisoflearnmgstages:PlacementTest（编班i则试）：Aplacementtestisdesignedtoplacestudentsatanappropriatelevelmaprogramorcourse.Theterm^placementtest”doesnotrefertowhatatestcontains,orhowitiscontiasted,buttothepuiposeforwliichitisused.Varioustypesoftestortestingproceduies（e.g.dictation,aninterview,agranunai-test）canbeusedforplacementpurpose.Classroomtest（随堂测试）：Aclassroomtestisashorttestdesignedtotestlearningeffectivenessafteraceitainperiodofteaching,forexample,afterlecturmgofceitamunitsorchaptersThepuiposeoftlietestistofindouthowmuchandhowwellthestudentshaveleainedfromtlielectuiesandhelpthemtograspthemajorpointsofthelecturesandtextbooks.Testingitemscanincludedictation,spelling,blank-filling,paraphrase,andtranslation,etc.Mid-termtest:（期中测试）:Aniid-termtestisheldillthemiddleofasemester.Itiscompaiativelyalonger,moresystematicandcomprehensivetestthanaclassroomtest.Thetestisdesignedtogetuifbrmationaboutlearners5comprehensiveunderstaiidmgandmastermgofwhattlieyhavelearned.End-of-termtest,alsofinal-termtest:Afilial-termtestrefersthetestdesignedinaccordancewiththegeneralteachmgprogramandheldattheendofasemester.Thepuiposeofthetestistoobtainthegeneralinformationaboutwhatthestudentshavelearnedduringthewholesemesterandtheiiabilitytosolveproblemswiththekleainedknowledgeandskills.Thepurposeincludesthefollowingtlueeaspects:ToreviewandstrengthenwhathasbeenlearnedmtliesemesterToevaluateateacher'steachmgeffectivenessToreviseteachingplansandstrategiesintlienextsemesterClassificationonbasisofpurposesProficiencytest（水平$则试）：Aproficiencytestmeasureshowmuchofalanguagesomeonehaslearned.Itisnotlinkedtoapailicularlanguagecourse,ensivereading,butmeasuresthelearner'sgeneralleveloflanguageniasteiySomeproficiencytestshavebeenstandardizedforworldwideuse,suchasAmericanTestofEnglishasaForeignLanguage（TOEFL）,BritishUniversityofCambridgeCertificateofProficiencyinEnglish（CCPE）andChina'sEnglishProficiencyTest（EPT）,etc.Aproficiencytestmeasureswhatanapplicant,whowantstostudyabroad,haslearnedrelativetoaspecificpurpose,e.g.doesheorsheknowenoughEnglishtofollowlecturesinEnglish.Achievementtest（力戈仑责测试）：Ailacluevementtestmeasureshowmuchofalanguagesomeonehaslearnedwithreferencetoaparticularcourseofstudy.Withthehelpofthiskindoftest,theteachercanjudgethesuccessofhisorherteaclungandtoidentifytheweaknessofliisorherstudents.Languageaptitudetest（潜能/素质测试）：Ailaptitudetestmeasuresaperson'saptitudefbrsecondlanguageorforeignlanguageleainmg,andcanbeusedtoidentifythoselearnerswhoaremostlikelytosucceed.Languageaptitudetestsusuallyconsistofseveraldifferenttestswliichmeasuresuchabilitiesas:soundcodingability…theabilitytoidentifyandremembernewsoundsinafbieignlanguagegrammaticalcodingability■一theabilityidentifythegrammaticalfunctionsofdifferentpaitsofsentencesinductivelearningability■■-theabilitytoworkoutmeaningswithoutexplanationmanewlanguage.memorization■一theabilitytorememberwords,rules,andetc.Diagnostictest（诊断§则试）：Adiagnostictestisdesignedtoshowwhatskillsorknowledgealearnerknowsanddoesnotknow.Forexample,adiagnosticpronunciationtestmaybeusedtomeasurethelearner'spronunciationofEnglishsounds.Itwouldshowwhichsoundsastudentisandisnotabletopronounce.ClassificationoftestonbasisoftestingmethodsDiscrete-pointtest（分离式测试）：Adiscrete-pointtestmeasuresknowledgeofmdividuallanguageitems,suchasagiaimiiartestwhichhasdifferentsectionsontenses,adverbs,andprepositions.Discretepomttestsaiebasedonthetheoiythatlanguageconsistsofdifferentparts（e.g.graiimiar,soundsandvocabulary）,anddifferentskills（e.g.listening,speaking,readingandwriting）.Theseaiemadupofelementsthatcanbetestedsepaiately.Integrativetest（综合性;则试）：Anmtegrativetestrequuesalearnertouseseverallanguageskillsatthesametime,suchasadictationtest,whichrequuesthelearnertousedlanguageofgranunai;vocabulary,andlistenmgcomprehension.（见exampleP.12）Classificationoftestsonbasisoftest-evaluatmgmethodsSubjectivetest（主观性测试）：Subjectivetestsarescoredaccordmgtothepersonaljudgmentofthemarker,suchastiaiislationandessaytests.Sometimesitisdifficulttoevaluateasubjectivetestbecausethereisnoso-calledstandardevaluatingcriteiiaanddifferentmarkersmaygivedifferentscorestothesameessayObjectivetest（客观性测试）：Objectivetestaretheteststhatcanbemarkedwitliouttheuseoftheexaminer怎personaljudgment.Usuallyonlyoneanswerisacceptedasthecorrect.TRUE-FALSEandMULIPLE-CHOICEtestsaieexamplesofobjectivetests.Communicativelanguagetesting（交际语言测试）：Communicativelanguagetestsnoonlymeasurethelearner^abilitytoapplythegranmiaticalmlesofalanguageinordertoformgraininaticallycorrectsentencesbutalsotoknowwhen,whereaiidtowhomtousethesesentences.Acommunicativetestmeasuresthefollowingaspects:KnowledgeofgrammarandvocabulaiyofalanguageKnowledgeofrulesofspeaking,fbrexample,knowinghowtobegmandendconversations,knowingwhattopicsmaybetalkedaboutindifferenttypesofspeechevents,knowingwhichaddressformsshouldbeusedwitlidifferentpersonsonespeakstoaiidindifferentsituationsKnowinghowtouseandrespondtodifferenttypesofspeechacts,suchasrequests,apologies,thanks,andinvitations.Knowinghowtouselanguageappropriatelywhencommunicatingwithothers,suchassocialsetting,therelationshiptoothers,aiidthetypesoflanguagethatcanbeusedinapaiticularoccasion.TheoriesandPracticeofEnglishLanguageTestingChapterTwo:TheoreticalFoundationofEnglishLanguageTestingThepracticeofEnglishlanguagetestmghasbeenbasedonaseriesoflanguagelearnmgandlanguageteachingtheories.Themostimportantandinfluentialtheoriesonlanguagetestmginthepastcentuiyarestatedinthefollowingtlueestagesofdevelopment:2.2.1Pre-scientifictesting,alsonamedastheessay-translationapproach（科学前语言测试或写作翻译法测试）：Thisapproachwaswidelyusedbefore1940s.Thetestingwasmainlyconductedaccordingtotiaditionalandexperientialtestmgmethods,andwaslackofsystematicresearchandscientificevidence.Theexaminerdesignedhisorhertestsjustbasedonliisorherpersonalteacluiigexperience,theiefbre,somescholarscallitpre-scientifictestmg.Thistestmgmetliodhadsomeremarkablefeatures:Lackofsystematicandscientificstudyintermsoflanguagetesting,andtestsweredesignedinaccordancewiththeexaninier^subjectivedesiiesandpersonalexperience,andevaluatedbyhisaibitraryjudgment.Testpapersareusuallyconsistedoftranslation,writmgandgrammaticalanalysis.Thecontentofthetestmgpapershadreinaikablyliteraiyfeatuies,relatedtoliterature.ThetestpaperwascompletedinwrittenEnglish.Structural-Psychometrictesting（结构主义/心理测试法）：Tinstestmgmetliod.basedonstructurallinguisticsandpsychometncs,stressedtliatlanguageasasystemmcludedsomeImguisticunits,suchassounds,wordsandsentences.Alltheseunitscouldbetestedandevaluatedseparately,andlanguageskills,suchaslistening,speakuig.readingandwritingcouldalsobetestedinthisway.Thetestpaperistypicallyintheformofmultiplechoices.CommunicativeLanguageTesting（交际语言测试法）：Baclmiaiibelievesthatcommunicativelanguagecompetence（交际语言官巨）J）consistsoftlueeimportantaspects:theyarelanguagecompetence（语言能力），stiategiccompetence（策略能力）andpsycho-physiologicalmechanisms（心理生理机制）Communicativelanguagecompetencemcludesorganizationalcompetence（语言组织能力）.Thatistheabilitytomakesentencesbyusingconectknowledgeofsounds,wordsandgiaimnarandpragmaticcompetence（语用能力）.Thatistheabilitytousealanguagemreallife■一tounderstandthelelationslupbetweensentencesandthecontextsandsituationsinwinchtlieyareused,Strategiccompetencereferstotliecognitiveprocesstousebothverbalandnon-verbalcommunicationstiategiestoimprovetheeffectivenessofconununication.Forexample,ifaspeakerlacksaparticularwordorstruchne,hemayuseapaiaphiaseorabodygesturetocompensateorunprovehisconununication.Forinstance,“/wenttothedepartmentyesterdaytobuysomeoh,thethingyouusetobrushyourteetheverymorning.”Stiategiccompetenceconsistsof:

a）,assessmentstiategies（评估策略）：toassessorjudgethesituationinwliichcoimuunicationwilltakeplace.Forexample,whenyouwanttoaskorhelpastrangertofuiddirections,youhavetojudgethefeaturesoftliesituationandwhatknowledgeandskillsyouneedtoarriveattheconmiunicativetarget.Afterconununicationyouhavetoassesstheactualeffectivenessofyouicommunication-一whetheryouhaveairivedatthetargetornot,b）.goal-settiiigstrategies（确定目标策略）：Asatestdesigneryouhavetomakesurewhatknowledgeorskillsyouwanttotestyoustudents,suchasvocabularyorgrammar,orreadingcomprehension,etc.c）.plaimingstiategies（制定计划策略）：Selectceitainconmiunicativesituationsforyourtestingpuiposes.d）.executionstiategies（执行•计划策略）.Selectappropriatepsycho-physiologicalorganismstoarriveattheabovetarget.C.Psycho-physiologicalmechanisms（心理生理机制）refeistotheinvolvementofspeechorgans,e.g.mouth,ears,etc.andtheneivesystemmthecourseofcommunication,Thatis,thespeakerhastousehisbraintodeternmiewhichwords,structures,intonation,andwaysofexpressionhehastouseinordertoachievelusconmiunicativepurposes.Thelelationshipofdifferentmgredientsofconunumcativelanguagecompetence（交际语言能力）canbeindicatedinthefollowingdiagram:（Bacliman的语言交际能力的各个组成部分示意图）：知识结构

（世界知识）语言能力

（语言知识）

2.4.1AuthenticityinLanguageTesting（语言测试的真实性）:Authenticitymeansthatlanguagetestingshouldtestlearners5abilitiesinactualconmiuiiications.Therelationshipbetweenthecharacteristicsoflanguagetestmgtasks（语言§则试任务牛寺征）andchaiacteristicsoflanguagetestingtasksinactualuse（实际语言运用任务特征）isdescribedasthefollowingchart:知识结构

（世界知识）语言能力

（语言知识）语言测试任务特征真实性实际语言运用任务特征Situationalauthenticity（情景真实性）：referstothedegreestowhichlanguagetestshavethequalitiesandfeaturesinactualcommunication,suchasfromnewspapers,magazines,andradioortelevisionprogiains.Forexample,theBusinessEnglishCertificate（BEC）requuesthelearnerstohavetheabilitytoconductbusinesstalkinspokenEnglish.Thus,areal-likebusinesstalkisarrangedbetweentheexaminerandexamineetotesthowwelltlieleainercanusehislanguageandstiategiestofulfillthebusinesstalk.语言测试任务特征真实性实际语言运用任务特征Communicativeauthenticity（交际真实性）：Itrefersthedegreeofleainers,mvolvementandparticipationintheconmiumcativetestmgtasks,ortheinteractionbetweentlieexaminerandthelearner.AuthenticityistheessenceofcommunicativeJlanguagetesting.Toachieveconununicativetestmgpurposes,Bachniansuggeststhefollowingfourmeasures:Particulai-stiategiesforthefiilfilhiientoftlietaskshouldbeincludedasnecessaryinformationtotest-takersinthecourseofdesigiuiigtestmgpapers.Adequatetime,necessaiyreferenceandrelevanttoolsshouldbeofferedtotlietest-takerssothattheycanuseefficientstrategiestoftilfillthetasks.Testingtasksshouldbeappropriate,neitliertooeasynortoodifficult.Botliextremeswillleadtothetest-takers5poorapplicationofstiategiesintestmg.Designingthetestinaninterestingway.Improvementofauthenticitytendstomcreasetest-takers;interestandcreativityincommunicativetestmg.2.5TestingmethodsandtestingeffectivenessAswasindicatedbylinguisticreseaich,thetest-taker5sbehaviorsmfiilfillmentoftestmgtaskswillbeaffectednotonlybyhisorhislanguagecompetence,butalsodeterminedbytestmgmethods,atmosphere,qualityoftlietestmaterialsandenviiomnent.Differenttest-takershavedifferentreactionstodifferentsituations.Thefactorsthatwillaffecttestmgeffectivenessaiegeneralizedasfollows:2.5.1Environmentfactorsinclude:Degreesoffaiiuliaiitywithtestmgplacesandtestingequipment（对考场和设备的熟悉程度）Inspectorsofthetesting（监考）Timeandduration（测试时间和时段）Conditionallequuementsfortesting（实施考试的条件）2.5.2Instructionsfortest-takersintestpapers:（测试说明）Organizationalstmcturesoftestpapers（试卷组织结构）Allocationoftmie（时间分配）Iiistmctionsofthetestmgitems（解题要求）2.5.3Theinputofthetestmgmaterials（考试材料的输入方式）Audio-mputorvisualinputLanguageornon-laiiguagematerialsOriginalorsunplifiedmaterialsSpeedoftheinputmaterialsWaysofansweringquestionsChapterThree:GeneralPlanningofLanguageTestingThePlaimmganddesignmgoflanguagetestmghasbeenconsideredasaserious,difficultandcomplicatedwork.Itmvolveseffortsofmanyaspects,academicfieldsandfactors.Therefore,itisnecessarytosetupaspecialcommitteetotakechargeoftliismiportantjob.Thecommitteeshouldmchidespecialistsfromdifferentfields,suchaslinguists,psychologists,teachersandgovenmientofficials,etc.Atestprogramshouldbeestablishedasthebasisplanninganddesignmglanguagetestsofalltypesandlevels3.1ChoiceofthetypesoftestsDifferentpurposesandfiinctionsofthelanguagetestsneeddifferenttypesoftests,aswehavediscussedaboveinthepreviouschapters,wehaveplacementtest,acliievementtest,diagnosistestandproficiencytest,etc.Therefore,aslanguagesteachersorrelatedworkers,wehavetomakecleai-whatarethepurposesoftlietesting,whatmfbniiationweexpectedfromtlietest,beforeweplananddesignanytest.3.2Choiceofknowledgeandskillstobetested（确定考试内容）:SkillsandcontentstobetestedaredeteinwiedbytheGeneralTeachmgProgramandTeacluiigPlanandTeachmgTargets.AccordmgtoB.Bloom,theAmericaneducator,sixaspectsoftheteaclungtargetsshouldbeconsideredwhenlanguageteachmgandtestingareplannedandconducted,i.e.:knowledge,comprehension,application,analysis,mtegiation（综合）andevaluation.Knowledgereferstomemorizationofbasicfacts,ideas,principles,teclinicalterms,classificationandprocessoflearnmg.Oneofthebasicandunpoitanttestingtaigetsistogetmfoimatioiiabouthowlearnershavemasteredtheknowledgetheyhavelearned.Comprehensionreferstothelearners,abilitytoretelLexplain,mducewhattheyhavelearned,buttheabilityisonlytheunderstaiidmgatalowerlevel,basedonmemory,andwaitingtobemoveduptoreferenceandjudgment.Applicationreferstolearners,abilitytouseabstractmlesandmethodstosolveproblemsindifferentsituations,asisthecaseingranuiiaticaltest.Thetestistoseewhetherthetest-takerisabletowritegrammaticallycorrectsentencesonbasisofthegiaiimiaticalruleshehaslearned.Analysisreferstoatest-taker'sabilitytodisintegrateafactoranideaintoseparateunitsorpartsandfindoutthexelationslupbetweentheseunits,butinlanguagetestingapplicationisstressedmorethananalysis,becausetheultmiatepuiposeoflanguagelearningistoapplyitinconmiunication.Integrationrequiresthetest-takertointegrateseparateunitsintoasanentirety.Forexample,awritingtestrequiiesthetest-takertousehisknowledgeofvocabularyandgiaimnartowriteashortessay.Evaluationreferstotest-taker^abilitytomakeconectandreasonableevaluationonthemamidea,socialbackground,stylesandlanguagefeatuiesofaparticularstoiy,fictionorotherliteraryworks,Asfaraslanguagetestingisconcerned,testplaimershouldtakemoreconsiderationmtothelearner5sabilitiesofcomprehension,applicationandmtegiationthantheabilitiesofknowledge,analysisandevaluation,becauseasweknowthatlanguagecompetenceisorshouldbereflectedinapplication,orconmiunication.3.3Choiceoftypesofitemstobetested（确定考试题型）Intermsoftestingevaluation,languagetestscanbedividedmtosubjectivesuchascompositions,oraltests,tiaiislation.etc.,andobjectivetests,suchastrue/falsejudgmentandmultiple-choice.Subjectivetestsaieeasytodesignandliasahighervalidity（效度〉butitisdifficulttoevaluate,becauseithasnoso-calledevaluatingcriteriaandcoststoomuchenergytoevaluate.Objectivetestsare.onthecontiary.difficulttodesignbuteasytoevaluate,andhavearelativelyhigherreliability（信度）,sinceanyquestionhasa"onlyconectanswer”.Generallyspeaking,subjectiveandobjectivetestshavebothadvantagesanddisadvantages.Theiefbie,thechoiceoftypesofitemsisdetenniiiedbythetargetsandrequirementsoftlietesting,Multiple-choiceitems(多项选择题)：Atypicalmultiple-choiceitemisusuallymadeupofastatementandfourchoices,inwhichonlyonechoiceisconsideredascorrectitem,andtheothertlueechoicesaredeliberatelyusedasinteiierenceitems.Theadvantagesofthistypeoftestare:Itisusefultotestlanguagepointsandskills,suchastenses,nounsandprepositions,etc.Ithasaremarkablediagnosticfunctiontofindoutwhatshouldbeunprovedinteachingbycheckuigthemistakesfrequentlymadebylanguagelearners.Multiple-choiceitemsareeasytoevaluatesinceithasonlyaconectchoiceandhasnopersonalandsubjectiveideastoaffecttheexanmiertomakeconectevaluation.Furthermore,acomputercanbeusedasamarker,wliichwillgreatlyraisetheevaluatmgefficiencyandissuitableforlarge-scaleexamination,suchastheCollegeEntranceExaminationTinskindoftestsalsohassomedisadvantages:Itisdifficulttodesigntheitemswhichwillcosttoomuchtimeandenergy.Thetestcannotreflectthetest-taker5sabilitiesofexpression,inferenceandaigument.Itcannotbringaboutausefulfeedbacktolanguageteachmgandlearning.Someexamplesareofferedasreference:()1.MlandMrs.BrownasmallrestaurantinChinaTown.A.openB.stallC.runD.seive()2.Hecannotacarforhedoesn'tearnthatmuchmoney.A.obtainB.affbidC.getD.deserve()3.Finally,hishardworkpaid.Hegota$1000prize.A.backB.offC.outD.over()5.Jackisquiteasinger.Hesiiigsbetterthaninhisclass.A.allstudentsB.anyotherstudentC.anystudentD.eveiystudent()6.Underthetable.A.waslyingahalf-consciousyoungmanB.wasahalf^consciousyoungmanlyingC.lyingahalf-consciousyoungmailwasD.wasayoungmanlying,half^conscious()7.Thesilkclothsmoothandsoft.A.touchesB.feelsC.looksD.seems()8.Color-blmdpeoplehavedifficultybehveenblueandgreen.A.separatingB.comparingC.contrastingD.distinguishing()9.1thuikthatthethieemonthsinthecountiyhaveusalotofgood.A.madeB.givenCgotD.done()10.Janesaidithadbeenfoolishmetomakesuchamistake.A.toB.forC.ofD.aboutTme-falseitems(是二IE题)：Itisthehvo-choiceitemwhichrequkesthetest-takertofindouttheconectitemofeachpairofstatements.Theadvantageoftliistestistocostlesstimeandenergytomakeuptheitems,anditisasobjectiveasmultiplechoiceitemsintermsofevaluation.Buttheproblemisthatthereisonlychoicebehveenthetmeandfalsestatement.thereafter,correctguessingmaytakeuphalfthechance.Tine-falseitemsaiesuitableforreadmgcomprehensiontests.Forinstance:Firstreadthefollowingpassage,anddecidewhetherthefollowingfivestatementsaretrueorfalse:Peopledon'tlikegettingtheirhandsduty.Rubbishdisposalhasalwaysbeenlefttosociety'slowerranks,withan"outofsight,outofmind”attitudefrompeoplewhoarenotduectlyinvolved.Today,however,boththeincreaseintheamountandthecomplexityofwasteproducedaretliieateniiighumanhealthandtheenvironmentasneverbefore.Thecompositionofwastehasaltered,themostdramaticchangebemginthenumberofchemicalswedump.Chemicalsintheformofpills,pesticideorpaintaieanessentialpartofourlives.Thedisposalofwastefromthesechemicalshasmcreasedtheproblemsinthewaywetreatmbbish,forcingustofacewhatwewouldrathertluowaway.Pollutionofwater,airandsoiliswidespread.Leadmtheairaffectsourbrains.Heavymetalsinthesoilaretakenupbyplantsandpassedontouswhenweeatthem.Theenviioiunentisseriouslyaffecteduswell.Treesaredymgfromacidrain.Riversrunblackwithpollution.Mysteriousgreenwastesfrompetrol-chenucalfactoriesspoilfieldswherecluldrenplay.Theincreaseincomplexityofwastehascaughtdisposalauthoritiesbysurpriseandtoday'sdangerouswasteisshowinguptheshortcomingsofthedisposalsystems.Themostcoininonformofwastedisposalisthe"tip”，nowadayscalledalandfill.Landfillsar