A Verbal Protocol Analysis Of Test-takers’ Processes Of Taking Nmet Proof-reading Test

As a mature research method,Verbal Protocols(TAPs)are widely used in all aspects of foreign language teaching research,such as reading,translation,writing,vocabulary,etc.,but rarely seen it combined with proof reading in NMET(National Matriculation English Test).The biggest feature of NMET proof reading is the context of integrated test sites,requiring the test takers not to recognize the errors but correct the errors.At present,the research on NMET proof reading is mostly in the reliability and validity of its proposition,while the study on the processes of taking NMET proof reading is rare.In this paper,I will refer the dynamics of the relevant research at home and abroad,and analyze the brain activities of test takers in the process of NMET proof reading by means of Verbal ProtocolsThe research questions in this paper are:(1)What kinds of information are used to solve the problem in the process of taking NMET proof reading test?(2)What problem-solving strategies are used in the process of taking NMET proof reading test?(3)What different problem-solving strategies and emotions are there when different levels of test takers have NMET proof reading?I investigate 12 students from two different high school in Fuzhou by means of Verbal Protocols,and analyze the linguistic data from three aspects as knowledge points extraction,problem-solving strategies and the performance of their emotions.The research found that:(1)In lexical level,the test takers of middle and low level repeatedly appear word spelling errors,and have a fuzzy memory in phrases and collocations.In grammar level,all the test takers have grammar difficulties in tense,noun plurals and article.In discourse level,only the high level test takers of grade three can use certain discourse logic to solve the problem.(2)In the process of taking NMET proof reading tests,the test takers often use the strategies like source language translation,source language repetition,temporary abandonment,temporary solution,error affirmation,intuitive judgment and self-check.(3)As for strategy,the girls of grade one prefer the strategies of source language translation and source language repetition.High level test takers of grade three use the strategies lest while the low level test takers use the strategies most.Test takers of high level have an impressive effect when using intuitive judgment strategy.The use of self-check strategy have the highest frequency when test takers have NMET proof reading.As for the performance of emotions,test takers of high and low level are more confident while the middle level test takers are more frustrating.