任务型语言测试,TBLA
1)TBLA任务型语言测试
1.In succession,TBLA becomes a focus.在设计测试任务时如何确定任务难度是任务型语言测试中一个颇有争议的问题。
2)communicative speaking test交际任务型口语测试
英文短句/例句
1.Affecting Factors on the Performance of Candidates in the Communicative Speaking Test;交际任务型口语测试中学生水平发挥影响因素研究
2.Reliability and Validity Study on Task-based Communicative Spoken English Test(TC-SET)任务型交际口语测试的信度和效度研究
3.The Study of Oral English Testing in Some Large-scale EFL/ESL Tests from a Communicative Perspective;大规模英语考试交际型口语测试研究
4.The Determining Factors and Approaches to the Dimensions of Communicative Tasks of Spoken English;英语口语交际任务维度的测定因素和方法
5.On Task-Based Communicative Language Teaching Approach;试论交际任务型外语教学法的理论基础与特征
6.A Study of Improving Junior Students Oral Communicative Ability Through Task-Based Teaching Approach;通过任务型语言教学提高初中学生口语交际能力的研究
municative Oral English Testing and Interactive Oral English Teaching;交际性英语口语测试与互动式英语口语教学
8.The Study on the Cultivation of Students" Oral Communicative Competence in Secondary Vocational Schools-A Task-based Language Teaching Dimension通过任务型教学提高中等职业学校学生的口语交际能力研究
9.Enlightenwent of "Communication Teaching Method" Test to Oral EngLish Examation Reform;“交际法”测试对大专英语口语考试改革的启示
10.A Tentative Approach to Interpretation Accreditation Tests-Interpretation from a Communicative Perspective从交际语言测试角度初探口译测试设计
11.Instruction of Communicative Language Testing on College Oral English Teaching Through CET-SET从大学英语口试看交际语言测试对大学英语口语教学的指导作用
12.A Study of the Impact of Different Task Types on the Use of Communication Strategies in the Oral Test of PETS;PETS口试中交际策略在不同任务中的运用研究
13.A Trial Test for Interpreting Quality in an International Business Negotiation-from the Perspective of Communicative Testing Theory从交际法测试理论的角度谈国际商务谈判口译质量测试
14.Study on the Washback Effect of College English SET on Students Oral Communicative Competence;大学英语课程口语测试对学生口语交际能力的反拨作用研究
15.The Backwash of Spoken English Testing on the English Teacher--A Perspective of Communicative Language Testing;大学英语口语测试对教师的反拨作用——一种交际法测试视角
16.Interfaces between Intercultural Communicative Competence and Language Testing;跨文化交际能力与语言测试的接口研究
17.Successful Communication in Task-based Language Teaching for the Junior High School;中学英语课堂中任务型教学与成功的交际活动
18.Task-based Language Teaching and Its Experimental Research in Oral English Teaching in Senior High School;任务型语言教学在高中英语口语教学中的试验研究
相关短句/例句
communicative speaking test交际任务型口语测试
3)task-based communicative language testing任务型交际口语测试
4)Task-based language assessment任务型测试
1.Task-based Language teaching is advocated in our present English teaching,and the corresponding test model is task-based language assessment.任务型测试的核心是任务,目的是考察学习者运用目的语交际的能力。
5)TBLT任务型语言教学
1.An Empirical Study ofTBLT Applied to Improving Students Speaking Ability of English in the Integrated Skills of English Course for English Majors;在大学英语专业综合英语课堂中应用任务型语言教学法提高学生口语水平的实证研究
2.Research on the Application and Task Designing ofTBLT for Senior English;高中英语任务型语言教学应用与任务设计探究
3.A Survey of the Implementation ofTBLT in Middle School English Teaching;中学英语任务型语言教学模式实施现状研究
6)task-based language teaching任务型语言教学
1.Classroom Activity Models in Task-based Language Teaching;任务型语言教学的课堂活动模式
2.The Application of Task-Based Language Teaching in Junior English Teaching;任务型语言教学在初中英语教学中的应用
3.A Case Study on the Application of Task-based Language Teaching in Senior High School;任务型语言教学在高中实施的个案研究
延伸阅读
测试结果可接受性的检查和最终测试结果的确定测试结果可接受性的检查和最终测试结果的确定check of the acceptability of test results and determination of the final test resultC凡(3)二3.3d，时，取此3个结果的平均值作为最终侧试结果;否则取它们的中位数作为最终测试结果。。，为重复性标准差(即在重复性条件下所得侧试结果的标准差)。在口田T 11792一1989中还对重复性和再现性条件下所得侧试结果可接受性的检查方法和最终测试结果的确定做了详细讨论和规定。(马毅林)ceshi 11叩uo kejieshCxjxing d6 iiancha he zuizhong ceshi】i闪旧de que心ing测试结果可接受性的检查和最终测试结果的确定(checkof山eac，ptability of test，ults助ddsterminationofthefi耐testresult)在商品检验中进行一次测试的情形不多见，当得到一个测试结果时，所得结果不可能直接与给定的重复性标准差作可接受性的检查。对测试结果的准确性有任何疑问时都应再进行一次测试。所以，对两个测试结果进行可接受性的检查是一般的情况。可接受性的检查，实际上是一种统计检验。任何两个测试结果只要能通过可接受性的统计检验即可认为是一致的，均可接受。比如，在重复性条件下，所得结果之差的绝对值(下称绝对差)不超过相应的重复性限r(见重复性和再现性)的值，则认为两个结果是一致的，均可接受;如果两个侧试结果的绝对差超过r，则认为它们是不一致的，必须增加测试。按国家标准《测试方法的精密度在重复性或再现性条件下所得测试结果可接受性的检查和最终测试结果的确定》(GBIT 1 1792一1989)，在重复性条件下，如果两个测试结果的绝对差不超过r的值，可取两个侧试结果的平均值作为最终测试结果。如果两个结果的绝对差超过r的值，并且测试费用较低，须再做两次测试。当4个结果的极差(即其中的最大值与最小值之差)不超过相应的临界极差c，瓜(4)二3.6a，时，取4个结果的平均值作为最终测试结果。如果两个结果的绝对差超过r的值，并且测试费用较高时，只须再作一次测试。当3个结果的极差不超过相应的临界极差
