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Communinicative language testing

Başlık çevirisi mevcut değil.

  1. Tez No: 41132
  2. Yazar: EDİZ TUNÇEL
  3. Danışmanlar: Y.DOÇ.DR. NURGUN AKAR
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Dil öğretimi, ELT, Test sınavı, Yabancı dil öğretimi, İngilizce, Language teaching, ELT, Test exam, Foreign language teaching, English
  7. Yıl: 1995
  8. Dil: İngilizce
  9. Üniversite: Gazi Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: Belirtilmemiş.

Özet

Özet yok.

Özet (Çeviri)

ABSTRACT The aim of this study is to present suggestions and criteria for language tests appropriate to communicative language teaching programms. In the first chapter, the problem, the purpose of the study and the methods employed to fulfill the purpose are presented. In the second chapter, the reasons for testing, the relation of language learning with language testing, and the content of a language test, the basic criteria which have to be taken into consideration while constructing a test content, the basic approaches which are related to the construction of language tests are dwelled upon, and especially, a broad information is given on the tests from the point of view of communicative approach. In the third chapter, the main characteristics of the testing system which is developed on the bases of the communicative approach, its basic principles and the comparison of the communicative approach with the structural approach are taken into consideration. In the fourth chapter, communicative tests which are based on the language skills, and the forms and contents of these tests are surveyed in all their detail. The evaluation processes of these skills tests, and the evaluation of integrated skill tests are also presented. The fifth chapter dwells upon the phases which have to be taken into consideration while constructing communicative tests, and conveys information which will help examiners during these phases which begin with the determination of test content and end with the application of the test in the classroom. In the last chapter some implementations and recommendations are presented. 11

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