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A Study of Textual Competence in Listening Testing

Author: GengQingLi
Tutor: XiuXuDong
School: Lu Tung University
Course: English Language and Literature
Keywords: Discourse competence Listening Comprehension Cohesion and Coherence Schema Context
CLC: H319.9
Type: Master's thesis
Year: 2006
Downloads: 298
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Abstract


This paper attempts to investigate and study the discourse competence in listening tests. Discourse competence refers to the knowledge of cohesion and coherence, context, schema statement the idiom articles of the capabilities and use of such knowledge to explain the ability to understand the discourse (Canale Swain, 1980; Bachman, 1990, 1991; the Hu Zhuanglin, 1994, 1996). The related theoretical foundation cohesion and coherence theory, theory of context and schema theory. Discourse theory closely related to influence each other, and work jointly in the interpretation and understanding of discourse. This paper attempts to study the discourse competence in the TEM-4 (English four) hearing test, the research question is: Listening comprehension is how to test the ability of the subjects of discourse? Can be divided into three specific problems: 1) TEM-4 (English four) hearing test discourse competence test case? 2) students' discourse competence of the predictive ability of their hearing results? 3) discourse competence or different levels of group of students in terms of discourse competence which showed a significant difference? Firstly, in recent years, the TEM-4 Listening Tests qualitative analysis to answer the first question. Secondly, we carry out a study with a quantitative analysis method to answer the second and third questions, the research tools are two: First, Ludong University School of Foreign Languages ??2003 145 students, the school year four final hearing test scores, the statistics; whichever is the average number of participants is issued to the student discourse competence questionnaire. The Paper With SPSS 11.0/PC software using descriptive statistics, regression analysis and one-dimensional analysis of variance to analyze the data. The results are as follows: qualitative analysis showed that: the vast majority of discourse competence involved have a hearing test and application; discourse competence play an important role in the hearing; these discourse theory is closely related to, and sometimes the same questions be tested simultaneously. Quantitative analysis showed that: 1) descriptive statistics show that (1) most of the students can use prior knowledge and schema listening comprehension. (2) contextual knowledge to master and use is very good, suggesting that students often or always during the hearing in the use of contextual knowledge to help understand what they hear material. (3) Most of the students have mastered the knowledge of cohesion and coherence, but the use of hearing is not very comprehensive. 2) regression analysis showed that the overall predictive power of discourse competence of the hearing results of 25%, showed a significant difference (p = 0.019 lt; 0.05). Which Schema hearing results predicted force of 9.9%, was the editorial significant difference (p = 0.07 lt; 0.10); 17.3% predicted force of the context of the hearing results, showed a significant difference (p = 0.00 lt; 0.05);

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