Effects Of Different Tasks Types On Student's Listening Comprehension Performance

In the current stage,it is necessary to analyze English test.According to "Compulsory Curriculum Standards of English Education",as one part of English test,the English test of senior high school entrance examination is a large-scale standardized test that tests students' learning achievements and selects students to enter high school.It is valued by all of society.Therefore,it is necessary to analyze the content of the test.While the English test in middle school entrance examination contains different research contents,different types of listening task is one of the most important parts.At present,the research about middle school English test is little whether in research content or about the subject.Therefore,this study takes the Shanxi Province 2016 Senior High School Entrance Examination Listening Test as the research content to see the impact of different task types on the students' listening performance.Based on the theory of Lyle F.Bachman' s language test and "Compulsory Curriculum Standards of English Education",complying with the designing principles of listening test,this study takes 117 class and 118 class in Sixth Middle School of Yicheng County,Shanxi Province as the research object.The data is analyzed by quantitative analysis,interview and memory records of top 3 students and last 3students from 117 class and 118 class is analyzed by qualitative analysis.These two methods combined to explore difference between these two listening tasks and the difference of these two tasks on examining the real standard of students.Through the quantitative analysis and the qualitative analysis to the data,the interview,and the memory records,the author found that the difficulty of gap filling is higher than the difficulty of selection.Then the author analyzed the possible reasons.First,students deal with the information with different process for different types of tasks.Then,because of the different ways to answer questions,students' focus to these two kinds of questions is different,which not only affects students' score,but also affect their cognition to these questions.The researchers also found whether the different tasks can test the true level of the students due to different types of questions,and pointed outthe need for different tasks and different questions.Then this article elaborates the inspirations from three aspects----test,teacher and student.