Instmohrnal effects of imput on second language acguisitihn and computerized adaptive tests

输入对第二语言习得和计算机化适应性测试的机构影响

• 批准号: 11680280
• 负责人: KUBOTA Mikio
• 金额: $ 1.41万
• 依托单位: Seijo University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1999
• 资助国家: 日本
• 起止时间: 1999 至 2000
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11680280/
• 关键词: language information; item respove heavy; insmental effect; comuuterized adaptive test; grammaticality judgement test; item bank; restructuring; dative verh; 個人適応型コンピュータ・テスト; 個人能力推定値; 項目難易度パラメータ

The 1999 study investigated(1) what type of instruction may be most effective in enabling EFL learners (re) formulate their grammar on spontaneous production tests and(2) whether statistical differences of the results may be observed between the classical test theory(CTT) and the item response theory (IRT). 60 Japanese EFL university students were asked to describe pictures spontaneously in either oral or written modes. The four classes were assigned to four different experimental groups(Groups A, B, C, and D) according to the type of treatment. Results showed that(1)Group C proved to be more effective for one month than the other treatments. (2) When the learners received positive input, the provision of explicit metalinguistic information was more effective than that of repetition. (3) When positive input was given with repetition, explicit metalinguistic in formation was not indispensable to learners' (re)structuring. (4) All four experimental groups gained measurable instructional … More benefit. The learners in Group D had more opportunities and time for monitoring their performance in writing than in speaking. (5) The test modality (oral vs written test)did not cause any statistical difference. (6)No statistically significant difference was discovered between CTT and IRT. One can use IRT models practically on an equal footing with CTT in classroom settings.The 2000 study investigated whether a computerized adaptive test(CAT) would successfully apply to practical language tests in EFL environments, and examined the similarities differences in person ability estimation between CAT and a pencil-and-paper test(PPT). Japanese university first-year students participated in the study. The results showed CAT estimated similar person ability parameters as PPT, that the number of items given to the subjects became smaller in CAT than PPT, and that CAT reliably measured learners' English proficiency with 50% fewer items than the PPT procedure. The overall results imply that the CAT procedure will be useful when an English placement test is administered at the beginning of each semester. Less

1999年的研究探讨了（1）什么样的教学方式能最有效地帮助英语学习者在自发产出测试中形成语法;（2）经典测试理论（CTT）和项目反应理论（IRT）的测试结果是否存在统计学差异。60名日本EFL大学生被要求以口头或书面形式自发描述图片。根据处理类型，将四个班级分配到四个不同的实验组（组A、B、C和D）。结果表明：（1）C组在1个月内的疗效优于其他治疗组; (2)当学习者接受积极的输入时，显性元语言信息的提供比重复更有效。(3)当积极的输入伴随重复时，显性元语言信息的形成对学习者的（重构）不是必不可少的。(4)所有四个实验组都获得了可测量的指导性 ...更多信息 效益D组学生在写作方面比口语方面有更多的监控机会和时间。(5)测试方式（口头与书面测试）没有造成任何统计学差异。(6)No CTT与IRT比较差异有统计学意义。2000年的研究调查了计算机化自适应测试（CAT）是否能成功地应用于EFL环境中的实用语言测试，并考察了CAT和纸笔测试（PPT）在个人能力评估方面的相似性和差异。日本大学一年级学生参加了这项研究。结果表明，CAT与PPT相比，能更准确地估计出被试的个人能力参数; CAT测试的题目数比PPT少; CAT测试的题目数比PPT少50%。总体结果表明，CAT程序将是有用的，当英语分级测试是在每学期开始管理。少

项目成果

Kubota, Mikio: "Instmchonel effects of positive input, mete linguistic information, and repctithin on jlcond laynape acgnisition : spmtareons product fact advisedly classical test theory and item rezones theory"『平成11-12年度 科学研究費補助金 研究成果報告書 言語情報の指導効果度と個人適応型

Kubota, Mikio：“积极输入、计量语言信息和repctithin对jlcond laynape认知的Instmchonel效应：spmtareons产品事实建议经典测试理论和项目重新划分理论”``FY 1999-12科学研究结果补助金报告语言信息教学效果和个人适应

Kubota,Mikio: "Instructional effects of positive input,metalinguistic information,and oral repetition on second language,acguisition:spontaneous production tests analyzed by classical test theory and item response theory"平成11-12年度科学研究費補助金研究成果報告書『言語情報の指導効果

Kubota, Mikio：“积极输入、元语言信息和口语重复对第二语言习得的教学效果：用经典测试理论和项目反应理论分析的自发生产测试”1999年12月科学研究资助基金研究结果报告“语言信息教学的效果