| Budget Amount *help |
¥2,200,000 (Direct Cost: ¥2,200,000)
Fiscal Year 1998: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 1997: ¥300,000 (Direct Cost: ¥300,000)
Fiscal Year 1996: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Research Abstract |
In 1996, we studied communicative competence and tests measuring communicative competence (communicative tests (abbreviated to CT). In 1997, we constructed 4 CTs based on Welr's 3-part framework (Listening (L), Speaking (S), Reading (R), and Writing (W)), a discrete-point test (CRT), and 2 integrative tests (Dictation (DICT) & 1 cloze test (CLZ)). We administered the 7 tests to 461 3rd-year students at 3 public junior high schools and 274 2nd-year students at 5 public senior high schools. In 1998, we analyzed the data from 369 Junior high school students (S : 106 sts.) and from 238 senior high school students (S : 90 sts). The main results for the Junior high school student tests are : (1) The content and construct validity of 8, W,R, and L are high. For concurrent validity, the correlations between CRY & S and between CRT & W are moderate ; the correlations between CRT & R and CRT & L are high. (2) The intra-rater reliability of integrative evaluation in S,R, and L is high ; that in W is moderate. The inter-rater reliability of integrative (IE), analytical (AE) and traditional evaluation (TB) in S and W is low ; that in R and L is moderate. (3) Correlations with CLZ : The correlation between S & CLZ is low ; the correlations between CLZ& W, CLZ &R, and CLZ & L are high. (4) The correlation between AB & IE in S and W Is high ; their T-tests show no difference between AB & TE in S & W.(5) Upper-level, intermediate-level and lower level groups : The lower level group shows the most significant results, followed by the upper level one. (6) The correlations between TB &AE in S and W are high. (7) CRY, DICT and CLZ reliability is high. The same is almost true of 2nd-year senior high school students.
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