Founded on the componential model of reading, Nation＇s construct of vocabulary breadth test and structuralists＇ view of syntactic knowledge, this paper attempts to investigate the relative significance of vocabulary breadth and syntactic knowledge in the prediction of Chinese EFL learners＇ reading comprehension test performance and whether the relative significance is moderated by the learners＇ different L2 proficiency. An experiment including three tests was carried out with 68 sophomores in Anhui Medical University. The findings show that： 1） there is a positive linear correlation between the learners＇ performance on a reading comprehension test and their vocabulary breadth and syntactic knowledge, with the multiple r being 0.551; 2） syntactic knowledge outperforms vocabulary breadth in predictive power and emerges as the stronger predictor of reading comprehension test performance; and the relative significance of syntactic knowledge over vocabulary breadth in the prediction of reading comprehension does not change with the EFL learners＇ L2 proficiency. The findings of this study provide implications for both reading instruction and remediation of learners＇ reading problems.
From the perspective of test methods, this paper revisits the communicative testing features reflected in the Revised Syllabus of the BEC Handbook (2002) by carrying out detailed analyses of the Sample Listening of BEC Vantage. A table of the Sample Listening is then constructed by using Bachman's framework of test methods (1999). From the table and a layout of its components, this paper explicates the five communicative testing features embodied in the Revised BEC: authenticity, contextualization, communicativeness, overall ability and holistic, qualitative scoring method.
随着第二语言习得研究的不断深入，人们在外语教学中越来越注重对学习主体的研究。对外语教学能否达到最终目的起决定作用的是学习者本人，这一教学思想已基本成为人们的共识。那么，教师应如何根据学生的实际需要，组织安排课堂教学活动呢?在这一点上，《论以语言学习者为中心》(Facus on the Language Lenarner)
