基于DINA模型的商务英语听力技能认知诊断探讨

o listener B; utilizing automaticity skills learned over time through repeated practice such recognizing common idioms like "all roads lead somewhere" or "the pot calling the kettle black." In summary of all aforementioned points made so far regarding processing of speech during actual listening activity: According to Brownell (2011), we take auditory inputs and use them actively rather than passively letting sound waves bounce off our ears. We apply prior knowledge plus other cues (words being used right before/after target ones) along with any clues provided directly by surrounding environment around conversation happening i.e. lightings indoors at location where people are talking etc. 

Chapter Three Research Methodology ............................ 30

3.1 Research questions ........................... 30

3.2 Research procedure .............................. 30

3.3 Research participants ....................... 32

Chapter Four Results and Discussion .............................. 38

4.1 Attributes and Q-matrix construction .......................... 38

4.1.1 Business English listening attributes ................................. 38

4.1.2 Q-matrix validation and modification ................... 39

Chapter Five Conclusion ........................... 69

5.1 Major findings ............................. 69

5.2 Implications for business English testing and teaching ................. 70

Chapter Four Results and Discussion

4.1 Attributes and Q-matrix construction

4.1.1 Business English listening attributes

Chipman, Nichols, etc (1995) think“Attribute” is considered as the cognitive processes or cognitive skills required to successfully complete a task. Cognitive attributes refer to the knowledge structures and processing skills required for individuals to complete tasks. They describe the internal psychological processing mechanisms individuals use when solving problems. To sum up, cognitive attributes describe the knowledge, skills, and other resources that individuals utilize to complete a task. Cognitive diagnosis aims to diagnose the cognitive process involved and the attributes used during the process.

In the field of cognitive diagnosis research within academic disciplines, defining the cognitive attributes and their hierarchical relationships is essentially constructing a cognitive processing model for students. This serves as the foundation for all subsequent research and influences the entire research process. For the first question, by analyzing the China Standards of English Language Ability and recent BEC Vantage listening test items, and reviewing extensive literature related to English listening comprehension, the researcher engaged in discussions with other language testing experts. Ultimately, we identified six cognitive attributes relevant to Business English listening tests: A1 (Challenging vocabulary), A2 (Complex sentences and structures, A3 (Understanding of details), A4 (Inference), A5 (Memory & note-taking), and A6 (Summarization). And A1, A2, and A3 are categorized into lower-level cognitive attributes, while A4, A5, and A6 are categorized into higher-level cognitive attributes. 

Chapter Five Conclusion

5.1 Major findings

The study explored the cognitive attributes involved in business English listening test to validate and modify the Q-matrix, which maps the relationship between test items and cognitive attributes. The research includes extensive data collection and analysis using statistical software SPSS to explore the relationship between dependent and independent variables. 

Research indicates that English proficiency plays a crucial role in the development of business English listening skills. Studies have shown that individuals with higher English proficiency perform better at the overall level, especially in tasks requiring the comprehension of challenging vocabulary and summarization. They are also adept at understanding detailed information, making inferences, and summarizing content. Since they have