| 大学英语分级测试听力理解认知诊断研究 |
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| 引用本文： | 肖云南,罗娟.大学英语分级测试听力理解认知诊断研究[J].湖南大学学报(社会科学版),2019,33(1):113-118. |
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| 作者姓名： | 肖云南 罗娟 |
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| 作者单位： | 湖南大学外国语与国际教育学院,湖南 长沙,410082;湖南大学外国语与国际教育学院, 湖南 长沙 410082;中南林业科技大学外国语学院, 湖南 长沙 410004 |
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| 基金项目： | 湖南省教育科学规划课题(十二五);湖南省社会科学基金 |
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| 摘 要： | 认知诊断理论在英语听力测试中的应用鲜见，对不同水平群体的诊断更为匮乏。应用G-DINA模型的认知诊断分析，基于湖南大学分级测试, 对新生听力进行了诊断。研究从语言学与认知心理学角度确认了8种认知属性，通过分析40道题与2691名被试作答，从学生总体、不同水平群体、学生个体三个层面探索其听力的认知发展特点及存在问题。
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| 关 键 词： | 分级考试 听力理解 认知诊断 G-DINA模型 |
Cognitive Diagnostic Assessment of Listening Comprehension in College English Placement Test |
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| XIAO Yun-nan,LUO Juan.Cognitive Diagnostic Assessment of Listening Comprehension in College English Placement Test[J].Journal of Hunan University(Social Sciences),2019,33(1):113-118. |
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| Authors: | XIAO Yun-nan LUO Juan |
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| Abstract: | This research employed Cognitive Diagnostic Theory on the listening comprehension test of CEPT. Based on the G-DINA model, it made an analysis of the listening comprehension test, which composed of 40 items, and of the responses from 2691 learners to explore their weaknesses and strengths. Listening comprehension ability is defined from the perspective of communicative language ability model and cognitive psychology theory, which involved 8 major attributes. Diagnostic information was provided to the overall group, three listening proficiency groups (i.e., beginner, intermediate, and advanced), and individual learners. |
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