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CHAPTER ONE INTRODUCTION1

1.1 TEM4 and TEM8 in China1

1.1.1 An overview of TEM4 and TEM81

1.1.2 An overview of current listening comprehension parts of TEM4 and TEM85

1.1.3 TEM4 and TEM8 listening test validation study8

1.2 Description of the thesis study10

1.2.1 Purpose and scope of the study10

1.2.2 The research questions11

1.2.3 Study methods12

1.2.4 Study results13

1.2.5 Structure of the dissertation13

CHAPTER TWO LITERATURE REVIEW16

2.1 Language competence16

2.1.1 Classical UCH versus MCH17

2.1.2 Varying definitions of language proficiency18

2.1.3 The influence of pedagogic approaches on the interpretation of language competence21

2.1.4 Some recent frameworks of communicative competence25

2.2 Listening competence31

2.2.1 Major listening situations and their classifications31

2.2.2 Listening comprehension as hypothesized processes34

2.2.3 Buck's framework of listening ability38

2.3 Two supplementary points about listening comprehension40

2.3.1 The passive and active natures of listening comprehension40

2.4 Listening comprehension testing:pre-World War Ⅱ period47

2.4.1 The three major approaches to language testing48

2.4.2 Earlier listening comprehension testing in the U.S50

2.4.3 Earlier listening comprehension testing in the U.K53

2.5 Listening comprehension testing:post-World War Ⅱ period55

2.5.1 overseas studies55

2.5.2 Studies in China58

2.6 Progress in listening comprehension testing:after the 1980s61

2.6.1 Progress made in people's knowledge about listening competence62

2.6.2 A framework for listening comprehension64

2.6.3 Progress made in theories concerning the effect of test method66

2.7 Formats of listening comprehension sub-tests in some famous English proficiency tests68

2.8 Conclusion68

CHAPTER THREE A TENTATIVE ANALYSIS AND COMMENT ON TEM4 AND TEM8 LISTENING COMPREHENSION TEST PAPERS IN USE70

3.1 Test authenticity71

3.2 TEM4 and TEM8 item type analysis77

3.3 TEM4 and TEM8 listening test content analysis80

3.4 TEM4 and TEM8 test task analysis85

3.5 Comments on the test papers in use89

3.5.1 The positive side of the papers and their beneficial backwash on pedagogy89

3.5.2 The imperfections of the papers and their detrimental backwash on pedagogy91

CHAPTER FOUR LISTENINGNEEDS ANALYSIS94

4.1 Needs analysis94

4.2 Important listening domains97

4.3 Real-life listening situations and tasks103

4.3.1 Varieties of English language105

4.3.2 The matter of accents108

4.4 Correspondence between test tasks and real-life listening activities113

4.4.1 Seeking correspondence between the test taker's psychological state and that of the non-test taker's116

4.4.2 Seeking correspondence between the test language and the real-life language121

4.4.3 Seeking correspondence between test tasks and real-life listening activities123

4.5 Conclusion125

CHAPTER FIVE REVISED TEST SPECIFICATIONS FOR TEM LISTENING SUB-TESTS128

5.1 Test Specifications128

5.2 Original test specifications for TEM4 listening sub-test130

5.3 Revised test specifications for TEM4 listening sub-test133

5.4 Original test specifications for TEM8 listening sub-test139

5.7 Revised test specifications for TEM8 listening sub-test141

5.6 Conclusion146

CHAPTER SIX THE EXPERIMENTAL TEST AND THE RESULTS ANALYSIS148

6.1 Two assumptions to be tested148

6.2 Construction of the experimental test150

6.3 Administration of the experimental test151

6.4 Test results analysis153

6.4.1 The T test results153

6.4.2 Facility value and discrimination power analysis154

6.5 Questionnaire survey157

6.5.1 Purpose157

6.5.2 Construction of the questionnaire survey158

6.5.3 Framework of the questionnaire survey158

6.6 Conclusion161

CHAPTER SEVEN CONCLUSIONS AND RECOMM-ENDATIONS162

7.1 Conclusions162

7.2 Recommendations for TEM listening sub-tests165

7.3 Recommendations for the TEM172

7.4 Suggestions for Writing Listening Test Items176

Appendix 1.1 Scripts of TEM4-2001 and TEM8-2001 Listening Sub-tests178

Appendix 2.1 Taxonomies of Listening Skills197

Appendix 2.2 The Criteria for Listening Comprehension in HSK205

Appendix 2.3 Major Overseas Listening Comprehension Test Formats207

Appendix 2.4 Major Domestic Listening Comprehension Test Formats212

Appendix 4.1 英语专业学生英语听力问卷调查214

Appendix 4.2　英语专业学生英语听力问卷调查217

Appendix 6.1 专业英语四级听力考试（实验卷）学生问卷调查表220

Appendix 6.2　专业英语四级听力考试（实验卷）教师问卷调查表222

BIBOLIOGRAPHY224

Table 1.1 Test structure of TEM4-20013

Table 1.2 Test structure of TEM8-20014

Table 2.1 A framework for describing listening ability39

Table 2.2 Summary checklist of operations(listening comprehension)65

Table 2.3 Summary checklist of performance conditions(listening comprehension)65

Table 3.1 A comparison and contrast among listening abilities required respectively in ETSEMIHL,the TEM syllabi and the TEM-200182

Table 3.2 The candidates' questionnaire statistical results85

Table 4.1 Categorization of listening domains99

Table 4.2 Categorization of listening situations and tasks100

Table 4.3 Importance of major listening purposes of English majors101

Table 4.4 Frequency of occurrence of major listening situations102

Table 4.5 The informants' opinions/suggestions about/to the current listening sub-tests103

Table 6.1 The mean score on each section in Test A and Test B154

Table 6.2 The T test results for the respective sections of Test A and B(one-tailed)154

Table 6.3 Facility values of item No.5 in Test A and Test B155

Table 6.4 Facility values of item No.6 in Test A and Test B155

Table 6.5 Discrimination Index of item No.5 in Test A and Test B155

Table 6.6 Discrimination Index of item No.6 in Test A and Test B156

Table 6.7 Facility values of item No.7 in Test A and Test B156

Table 6.8 Discrimination Index of item No.7 in Test A and Test B156

Table 6.9 Students' comments on the experimental test160

Table 6.10 Teachers' comments on the experimental test160