【简介】

This book studies the effect of background knowledge on reading comprehension and investigates the claim from the field of English for Specific Purposes(ESP) that tertiary level students for whom English is a second language should be given reading proficiency tests in academic subject areas. The study is set against a background of recent research into reading in a first and second language, especially the impact of schema theory in this field. 

Students took two versions of the International English Language Testing System(IELTS) test which, at that time, had reading modules in three different academic areas. Statistical and content analyses were undertaken to explore the complex relationship between students familiarity with the subject areas, the nature and extent of their background reading activities, and their performance in a reading test.

The volume includes:

a comprehensive overview of recent research into reading. in both a first and a second language

an account of the development of the reading subtests for IELTS

a full description of the pilot and main phases of the empirical study

discussion of the relative importance of language proficiency and background knowledge in reading comprehension

consideration of the studys implications for future test construction and research into reading.

The volume is based upon Caroline Claphams doctoral dissertation completed at Lancaster University in 1994. which later received the TOEFL Outstanding Doctoral Dissertation research award given by Educational Testing Service(ETS). The book is a useful resource for those directly involved with IELTS, as well as others interested in the testing of reading and of English for academic purposes.

【出版说明】

语言测试作为语言教学的重要组成部分，一直是社会关注的焦点。近年来，我国学术界对语言测试研究的关注也在逐渐升温。国际上，学者们对语言测试的研究已经达到较高的水平，无论是从理论框架的形成到复杂数学模型的建构及其应用方面都取得了实质性的进展，而且在对有国际影响力的外语考试（如雅思、托福等）的信度、效度的研究方面也取得了不俗的成果，出版了不少优秀的著作。

英国剑桥大学出版社出版的‘Studies in Language Testing”是其中较有影响力的系列之一。丛书由剑桥语言测评中心策划推出，从测试领域的各个研究视角入手，展示了该领域研究的设计、数据收集和数据分析等环节的基础理论与实践操作，反映了测试领域的最新研究动态。

外教社从中精选9种，引进出版。这些图书中，有对语言测试听说读写等方面的效度和质性研究，也有对测试反拨效应及其对教学影响的研究，还有对雅思考试和欧洲语言共同参考框架的分析思考。希望丛书的出版可以为我国语言测试研究领域的发展和创新提供具有借鉴意义的启示，打开更广阔的研究思路。

【目录】

 Series Editors note

 Preface

 Acknowledgements

Chapter One

 Introduction

 English for Specific Purposes

 ESP Testing

 Research into ESP testing

Chapter Two

 Reading in a First Language

 Reading Research

 Models of Reading Comprehension

 Schema Theory

 Limitations of Schema Theory

 Research into the Effect of Content and Cultural Background Knowledge on Reading

 Conclusions about Reading in a First Language

Chapter Three

 Reading in a Second Language

 Comparison of LI and L2 Reading Processes

 The Effect of Context and Background Knowledge on L2 Reading Comprehension

 Overall Conclusions about Reading in a Second Language

 Outstanding Research Issues

Chapter Four

 The Development of the IELTS Reading Modules

 The Precursors of IELTS

 IELTS-Designing the Reading Modules

 IELTS Trials

 Construct of the IELTS Reading Modules

 Conclusion

Chapter Five

 The Pilot Study

 Research Question

 The Tests

 The Examinees

 Analysis

 The Results

 Discussion

 The Main Study

Chapter Six

 The Main Study Research Questions and Data Collection Research Questions

 Research Instruments

 The Students

 Test Administration

 Test Results

 Conclusion

Chapter Seven

The Effect of Academic Subject Area on Test Performance

  Section 1: Analysis of Variance-the Complete Tests

Section 2: The Reading Subtests

  Section 3: Item Bias

  Section 4: Unanswered Items

 Conclusion

Chapter Eight

 Reasons for the Variation in Subtest Specificity

 Familiarity of Subject Area and Topic

 Subject Specialists Views

 Conclusion

Chapter Nine

 Text Source and the TMC Rating Instrument

 Source of Reading Passages

 Bachmans TMC Instrument

 Conclusion

Chapter Ten

 Language Proficiency and Background Knowledge

 The Revised Reading Modules

 Effect of Background Knowledge on Reading Comprehension

 Multiple Regression Analysis

 Language Proficiency and the Effect of Background Knowledge Conclusion

Chapter Eleven

 Conclusions

 The Research Questions

 Research Implications

 ESAP or EGAP

 Suggestions for Further Research

 Summary of the Main Findings

 References

 Appendices

 Subject Index

 Author Index