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The Specification of the liguistic content for a TOEFL preparation course based on test content analysis

Test içerik analizine dayanarak bir TOEFL hazırlık kursunun linguistik içeriğinin belirlenmesi

  1. Tez No: 64940
  2. Yazar: AYSUN EŞME
  3. Danışmanlar: DR. PATRİCİA N. SULLİVAN
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 1998
  8. Dil: İngilizce
  9. Üniversite: İhsan Doğramacı Bilkent Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 140

Özet

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Özet (Çeviri)

ABSTRACT Title : The Specification of the Linguistic Content for a TOEFL Preparation Course Based on Test Content Analysis Author : Aysun Eşme Thesis Chairperson : Dr. Bena Gül Peker Bilkent University, MA TEFL Program Committee Members : Dr. Patricia N. Sullivan Dr. Tej B. Shresta Marsha Hurley Bilkent University, MA TEFL Program Language proficiency tests measure a test taker's overall ability in a given language. A world popular and prestigious language proficiency test, the TOEFL (Test of English as a Foreign Language) measures the ability to understand North American English. It is a means of evaluating English language proficiency of people whose native language is not English. Like other proficiency tests, the TOEFL is independent of any instructional program or course. For this reason, my purpose in doing this research is to help students prepare for the TOEFL by providing guidelines for a syllabus. The guidelines consist of linguistic items that should be emphasized in a TOEFL preparation course. I analyzed 1221 TOEFL test questions from actual TOEFL tests administered in the years 1995, 1996, and 1997, and as a result of this test content analysis, I formed four lists of categories of questions which appeared in the Listening, Structure and Written Expression, Reading, and Writing sections of the TOEFL.I also administered a questionnaire to twenty teachers at various educational institutions in Turkey, and interviewed half of the teachers who responded to the questionnaires. To analyze my data, I calculated the frequencies and percentages of the test content analysis results, and the frequencies, percentages and means of the answers to the questionnaire and interviews. Then, I compared the results with each other. Though the TOEFL is changing to a computer-based version this July (July 1998), what is asked in the TOEFL is all based on the same knowledge of language. In other words, what my study tries to find out - the linguistic knowledge needed to be emphasized in the preparation course - will be helpful for both the paper-based TOEFL preparation and the computer-based TOEFL preparation. The categories formed through the test content analysis were found to be appropriate syllabus items to work on in the course. The results indicate that the teachers do not know much about the nature of the TOEFL, and that they should be trained about it, and about the degree of importance of each category. Another finding of my study is that Listening and Reading are more difficult for students than Structure, and therefore, they might receive a greater focus in the course. The results of the study also lead me to conclude that there are and should be differences between general English courses and TOEFL preparation courses. Taking into account the change of the test format, the course should also provide students with considerable test practice on the computer.

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