高级语言II读书报告格式

1. 读书报告内容必须针对所学1-8课文章内容。

2. 报告必须以发到老师邮箱: luorlin@163.com

3. ，格式为：

11A01 李四 Reading Report

4. 报告第一页左上角必须打上个人信息（和附件名完全一样）：

11A01 李四 Reading Report

5. 读书报告必须有自拟题目，题目字体小二；其余部分皆为为小四，新罗马体

6. 报告须英文撰写。

7. 字数不得少于1,000英文单词。

8. 读书报告提交截止日期为第16周星期五（6月13日）晚18:00，以电子邮件

时间为准。

Afterthought of “Nettles”

What is love? In my perspective, that is the most complicated question to answer. The unit 4 gives me the new material to define one of aspect of love.

Let us start from the beginning of passage. The plot of the story does not follow the normal time order. She used the technique of flashback. With the technique of flashback, the writter introduces her stories with a sort of floating suspense, which arouses readers’

s interest to read on.

Then, the author devoted so much space to the narration of childhood memories. It was a vivid description of her childhood given by author, especially the memories of time she spent with Mike. The pappy love she had for Mike is deeply rooted in her memory. The puppy love is unrewarding love. Perhaps it is her happy memories about Mike that encourage the narrator to want to develop her puppy love when she met Mike in her friend’

s home years later. the sentence that” how all my own territory would be altered, as if a landslide had gone through it and skimmed off alll meaning except loss of Mike”, which means the impact of Mike’s leaving on her life was beyond her imagination. She didn’t expect that Mike’

s leaving would have such a tremendous power that it would change the meaning of her existence completely. All her thoughts were about loss of Mike. That sounds extremely exaggerted. But it is no exaggeration to say that the puppy love is the most beautiful love and nothing will be substituted by it.

Sunny and the author were good friends. The author got the invitation to spend

the weekend in the country. Sunny did not ask author about her new life, either out of subtle consideration for author’

s feeling about this sensitive subject or out of disapproval of her new life style. As far as I am concered, this is the respect between old friends.

It was a vivid and effective description of the storm by using a lot of sensory details. The author shows us a violent strom in such a way that we readers feel that we were in that srorm. The storm has its symbolic meaning. In a sense, the rain washes away the lust of the narrator and purifies her mind, thus purifying their relationship. The srorm also foreshadowws that something will happen between tha narrator and Mike. The srorm they go through together is the climax of the whole story. The experience in the storm shortens shortens the distance between the narrator and Mike. We readers are curious about what will happen next between the narrator and Mike. This is one of author’s floating suspenses.

Mike and her wife experienced the worst together and they knew what it was like and understood the meaning of that experience. Such an experience posed the gravest test to people. If they stood the test, their marriage would be strengthened, and a sacred bondage would be formed between them. But if they failed the test, their relationship would be broken and they would be driven apart. Indeed, their marriage would be strengthened.

The author was a person Mike could tell his deepest secrets——

the experience to. She was his soul mate. Mike and narrator would not take a chance with their relationship. Instead, they would rather let their lobe remain as a sweet trickle, which

would flow on gently and permanently, and as an underground resource, which would never be fully drilled but would never go dry.

Mike and the narrator noticed an itch or burning on their bare forearms, the backs of their hands and around their ankltes. She remembered the nettles. But those plants with big pinkish purple flowers are not nettles. They are called joe-pye weeds. The nettles are stinging insignificant-looking plants with stalks outfitted with skin piercing spines. Her mistaking joe-pye weeds for nettles inplies that ordinary life is more like the insignificant-looking nettles that are stinging and piercing, thus irritating and annoying people rather than the joe-pye weeds with showy pinkish purple flowers. Real life is disturbing ,unsettling, and frustrating, offering no tidy resolution. The writer expresses her epiphany- a moment of sudden intuitive understanding, a flash of insight. She shows her new understanding of love. What happened, or rather what did not happen between Mike and the narrator that weekend may not seem special or exciting, but through it the author explores the complexity of human emotions and the beauty of ordinary life.

第二篇：语言统计学,读书报告

Interfaces Between Second Language Acquisition and Language Testing Research

Dr. Yang Duanhe

Wang Zaihua（王再华）

07040102050

Reading Report

21/05/2011

The use of statistics has becoming increasingly common in a range of fields of study, either as a component of new methods or as a way of evaluating these methods; this is certainly true in computational linguistics, but knowledge of statistics is also useful in pure linguistics. In the past twenty years, language testing research and practice have witnessed the refinement of a rich variety of approaches and tools for research and development, along with a broadening of philosophical perspectives and the kinds of research questions that are being investigated.Two of the fastest growing and most technical areas of applied linguistics are second language acquisition(SLA) and language testing(LT). For many years, they were viewed as two distinct disciplines with separate conference and journals. Although second language acquisition(SLA) and language testing(LT) are two branches of applied linguistics with different foci,they have some interfaces or common grounds in both subject questions and research methods.Unfortunately,there is little interdisciplinary studies of the two fields. Since the late 1980s, however, an increasing number of studies demonstrate that these two fields have closely related in terms of the substantive issues being investigated and the methodological approaches used.With the development of cognitive science and cognitive linguistics, the research on cognitive strategies draws more and more attention from both second language acquisition researchers and language testing researchers. Starting from reviewing the literature on interfaces between second language acquisition and language testing, this book elaborates the relationship between second language acquisition and language testing , and demonstrates the definition and classification of learning strategies and cognitive strategies.

Interfaces between second language acquisition and language testing research second language acquisition(sla)and language testing (lt)research have largely been viewed as distinct areas of inquiry in applied linguistics.in recent years,however,there has been greater overlap.or interface.between these two areas,and an increasing commonality of interests,both,in tems of the research questions addressed and the empirical approaches taken in dealing wiht these questions. this book provides a fresh look at areas of common interest to both sal and lt research.and ways in which research in these two areas of applied linguistics can be fruitfully integrated. the volume includes original papers,written around a common theme,dealing with different aspects of the interface betwwen sla and lt research,by leading researchers in the areas of sla and lt.this collection thus constitutes a starting point for a continuing and expanding dialogue between sla and lt researchers.This book is an introduction to

statistics for linguists using the open source software. It is aimed at students and instructors/professors with little or no statistical background and is written in a non-technical and reader-friendly/accessible style. It first introduces in detail the overall logic underlying quantitative studies: exploration, hypothesis formulation and operationalization, and the notion and meaning of significance tests. This book is designed to introduce students to basic descriptive and inferential statistics–to teach students how to interpret statistics presented in published linguistics research and to use statistics in their own research. Students will learn: (1) what statistics is, (2) how to choose appropriate statistical procedures for different kinds of linguistic research,

(3) how to assess the validity of statistics–and interpretations of results–in a wide range of linguistic research, (4) how to perform the most frequently used statistical procedures and interpret their results. An additional goal of the course is an understanding of the assumptions that underlie statistical analysis. A chapter on selected multifactorial methods introduces how more complex research designs can be studied: methods for the study of multifactorial frequency data, correlations, tests for means, and binary response data are discussed and exemplified step-by-step. Also, the exploratory approach of hierarchical cluster analysis is illustrated in detail. The book comes with many exercises, boxes with short think breaks and warnings, recommendations for further study, and answer keys as well as a statistics for linguists newsgroup on the companion website. The volume is aimed at beginners on every level of linguistic education

Chapter 1 Language testing- SLA interfaces: An update ,Lyle E Bachman and Andrew D. Cohen Chapter 2 Construct definition and validity inquiry in SLA ,Carol A. ChapeUe

Chapter 3 Research on interlanguage variation: Implications for language testing .Elaine Tarone Chapter 4 Strategies and processes in test taking and SLA .Andrew D. Cohen

Chapter 5 Describing language development? Rating scales and SLA 112. Geoff Brindley Chapter 6 Testing methods in context-based second language research .Dan Douglas

Chapter 7 How can language testing and SLA benefit from each other? The case of discourse . Elana Shohamy

Appendix Language testing- SLA research interfaces

About the author

Lyle F. Bachman is Professor, Department of Applied Linguistics and TESL, University of California, Los Angeles. He is a Past President of the American Association for Applied Linguistics and of the International Language Testing Association, and is currently co-editor, with Charles Alderson, of the Cambridge

Language Assessment Series. He was the first winner of the TESOL/Newbury House Award for Outstanding Research, has won the Modern Language Association of

America’s Kenneth Mildenberger Award for outstanding research publication twice, in 1999 was selected as one of 30 American "ESL Pioneers" by ESL Magazine, and in 2004 was given a Lifetime Achievement Award by the International Language Testing Association. He currently is a member of the Board on Testing and

Assessment, a standing committee of the National Academies of Science.

Prof. Bachman has published numerous articles and books in the areas of

language testing, program evaluation and second language acquisition. He is regularly

engaged in research projects in language testing and in program design and evaluation, as well as practitioner training workshops in language assessment, both at American institutions and at institutions abroad. His current research interests include validation theory, linking current validation models and procedures to test use, issues in

assessing the academic achievement and academic English of English language learners in schools, the interface between language testing research and second

language acquisition research, and the dialectic of abilities and contexts in language testing and educational performance assessment.

Publications include the following books:

Fundamental Considerations in Language Testing. Oxford University Press, 1990. An Investigation into the Comparability of Two Tests of English as a Foreign

Language: The Cambridge-TOEFL Comparability Study (with Fred Davidson, Katherine Ryan and Inn-Chull Choi). University of Cambridge Local

Examinations Syndicate and Cambridge University Press, 1994.

Language Testing in Practice (with Adrian S. Palmer). Oxford University Press, 1996.

Interfaces between Second Language Acquisition and Language Testing Research

(co-edited with Andrew D. Cohen). Cambridge University Press. 1998.

Keeping Score for All: the effects of inclusion and accommodation policies on

large-scale educational assessments (co-authored with Judith Koenig). National Academies Press. 2004.

Statistical Analyses for Language Assessment. Cambridge University Press, 2004. Workbook and CD for Statistical Analysis for Language Assessment. (with Antony J.

Kunnen. Cambridge University Press, 2005.

Language Assessment in Practice: Developing and Using Language Assessments in

the Real World. (with Adrian S. Palmer). Oxford University Press, forthcoming. We generally give a language assessment because we have some decisions that need to be made, such as selecting students for a program, placing them at appropriate levels for instructional purposes, assessing their progress and achievement in the program, or assigning grades. We need to be able to justify the decisions we make on the basis of test scores, so that we can be accountable to the stakeholders—the various individuals who will be affected in one way or another by the assessment and by the way we use the it. In order to justify using the results of a language assessment for making decisions, we need to provide a rationale for linking students’ performance on the assessment with the intended use, or decision. This rationale is provided by an assessment use argument. By demonstrating, through argumentation and the collection of supporting evidence, that our assessment is useful for its intended purpose, we provide the justification we need to be accountable to the individuals who are affected by the assessment and the way it is used.Many of the developments mentioned way we view language ability, the effects taker characteristics—have been facilitated that are available for test analysis. These above—changes in the of test method and test by advances in the tools advances have been in three areas: psychometrics, statistical analysis, and qualitative approaches to the description of test performance. The 1980s saw the

application of several modern psychometric tools to language testing: item response theory (IRT), generalizability theory (G theory), criterion-referenced (CR) measurement, and the Mantel-Haenszel procedure. As these tools are fairly technical, I will simply refer readers to discussions of them: IRT (Henning, 1987), G theory (Bachman, 1990b; Bolus, Hinofotis, & Bailey, 1982), CR measure-ment (Bachman, 1990b; Hudson & Lynch, 1984), Mantel-Haenszel (Ryan & Bachman, in press). The application of IRT to language tests has brought with it advances in computer-adaptive language testing, which promises to make language tests more efficient and adaptable to individual test takers, and thus potentially more useful in the types of information they provide (e.g., Tung, 1986), but which also presents a challenge not to complacently continue using familiar testing techniques simply because they can be administered easily via computer (Canale, 1986). Alderson (1988a) and the papers in Stansfield (1986) provide extensive discussions of the applications of computers to language testing. Language tests are used for a variety of purposes; these can be grouped into two broad categories. First, the results of language tests may be used to make inferences about test takers’ language abilities or to make predictions about their capacity for using language to perform future tasks in contexts outside the test itself. Second, decisions (e.g., selection, diagnosis, placement, progress, grading, certification, employment) may be made about test takers on the basis of what we infer from test scores about their levels of ability or their capacity for nontest language use. A major consideration in both the design and use of language tests, therefore, is the extent to which the specific test tasks we include elicit instances of language use from which we can make such inferences or predictions. What this implies is that in order to investigate and demonstrate the validity of the uses we make of test scores, we need a theoretical framework within which we can describe language test performance as a specific instance of language use. Specifically, in order to make an instructional setting, for example, in which we may want to use a test to measure learners’ degrees of mastery of different components of language ability that have been covered in the curriculum, we need to demonstrate that the content of the test is representative of the content of the course. Specifically, we will want to demonstrate that the components of language ability included in the test correspond to those covered in the course and that the characteristics of the test tasks correspond to the types of classroom learning activities included in the program. Demonstrat-ing correspondences such as these provides some justification for interpreting test scores as evidence of levels of ability in the different components tested.

Second language acquisition(SLA) and language testing(LT). For many years, they were viewed as two distinct disciplines with separate conference and journals. Since the late 1980s, however, an increasing number of studies demonstrate that these two fields have closely related in terms of the substantive issues being investigated and the methodological approaches used.With the development of cognitive science and cognitive linguistics, the research on cognitive strategies draws more and more attention from both second language acquisition researchers and language testing researchers. Starting from reviewing the literature on interfaces between second

language acquisition and language testing, this book elaborates the research achievements of the relationship between second language acquisition and language testing at home and abroad, and demonstrates the definition and classification of learning strategies and cognitive strategies.Based on this, the paper adopts the empirical approach, aiming to investigate the relationship between cognitive strategies used in foreign language learning and those used in language testing.With the data collected, internal consistency test, descriptive analysis, T-test, correlation analysis and difference analysis are conducted respectively through Statistical Package for the Social Science (SPSS).The general findings have been generated from the present study:(1) Association in the process of learning and testing is the most frequently used cognitive strategies in listening and reading. The lowest average application frequency of cognitive strategy is translation, which ranges from sometimes to often. It shows that the frequency for the subjects using these strategies is stable, but only at the medium level. (2) The findings of correlation analysis reveal that there are strong correlations of corresponding cognitive strategies used in learning and testing. And all these correlation relationship are positively significant, which means that the students’use of cognitive strategies in learning can significantly influence their use in testing, and vice versa. (3) The analysis of difference of cognitive strategies used in learning and testing presents that in the process of listening, the application frequencies of most cognitive strategies used in testing are higher than those used in learning except summarizing. Among them, the differences of reformation, translation, and summarizing are not statistically significant. In the process of reading, the average application frequency of association, word-guessing, actualization and reformation used in testing are higher than those used in learning, but in general, the difference is not significant. It shows that comparing with reading testing and learning, the application frequencies of cognitive strategies used in listening testing are higher than those used in listening learning. The reason may be that various requirements in testing environment make the students try their best to use cognitive strategies in order to achieve the best effect in testing

Referring to the application of the language test assessment, Professor Bachman made the obscure concept easier to understand in this book. He explained why the language test is necessary and how to make it more reasonable, by illustrating examples and clarifying the conceptions. His intelligent and extraordinary lecture exerted a considerable and impressive influence upon the teachers and graduate students majoring in English teaching and Applied Linguistics. During the Q&A, Professor Bachman offered the most limpid and exhaustive answers to the questions about the application of AUA, the combination of AUA with the academic research, and the search for comprehensive and systematic evidence, etc. After the lecture, the audience took many photos with Professor Bachman as keepsakes, looking forward to further academic communications. Professor Bachman made a thorough explanation of AUA by vivid examples. He believes that the starting point of test designing should be the beneficial consequences that the test should bring. The process of developing a language test should take full consideration of all the stakeholders of the test result and should collect reliable evidence to guarantee the justification of the test. It is also

necessary to build conceptual frameworks for linking consequences, decisions and interpretations of the results. Professor Bachman repeatedly emphasized that the test and the society should not be separated. Besides a complete understanding of the conceptual framework and the data processing, the test designers and researchers should make effective communications with the decision-makers through the framework of AUA.