The Feasibility Of Relating TEM To CEFR

The Common European Framework of Reference for Languages:Learning, Teaching, Assessment (CEFR) has important implications for language testing. Nowadays, the CEFR has been highly recognized in the world. Therefore, it has been a challenge to develop and operate exams for many institutions which relate their exams or tests to the CEFR and seek within the CEFR a unified interpretation of grade and description of language proficiency levels of test takers. Test for English Majors (TEM) is an important part of the English test system in China. It consists of TEM-4 (Grade Four) and TEM-8 (Grade Eight). Relating TEM to the CEFR is of great significance so that TEM could be in line with the prevailing international standards of testing, and the linking between grades of TEM and specific levels in the CEFR might come true.Taking the reading comprehension (RC) of TEM as an example, the thesis discusses the feasibility of relating TEM to the CEFR. Research questions are as follows:Question One:How do TEM 4&8 relate to CEFR in terms of the description of requirements and standards about language proficiency?Question Two:How do TEM 4&8 relate to CEFR in terms of communicative language activities?Question Three:How do TEM 4&8 relate to CEFR in terms of communicative language competence?Based on the CEFR descriptors and Dutch Grid, the thesis first analyzes the teaching syllabus and test syllabus for English majors, and then delves into the details of RC in the test papers of TEM ranging from the year of 2010 to the year of 2014.The results of the present study show that:Firstly, the "Teaching Syllabus for English Majors" and "the Test Syllabus for TEM" have a lot in common with CEFR in goals, significance, grading, mode of expression and descriptors.Secondly, texts in TEM mostly cover the range of communicative language activities described in the CEFR. Specifically, a close correspondence can be found as to text source, text types, topic and domain of the text between TEM and the CEFR.Thirdly, the required communicative language competence in the CEFR is also embodied in TEM. Furthermore, the levels of language abilities reflected show a developing pattern from TEM-4 to TEM-8, which also accords with the requirement postulated in the CEFR. Texts in TEM-8 are more abstract than those in TEM-4. Similarly, grammar, vocabulary and questions setting in TEM-8 are more complex than those in TEM-4.To sum up, the present study explores the feasibility of relating TEM to CEFR. It may serve as a preliminary step in the linking study and provide some evidence for the theoretical basis of matching specific proficiency levels of TEM with those in CEFR, which will facilitate the connection between TEM and international language assessment standards so as to achieve more comprehensive and accurate measurement of test takers’ language competence. In this sense, the study also lays foundations for people and institutions in foreign countries to better understand and use the test score of TEM.