然而美中不足的是，作者对于实用现实主义的探讨还过于理论化，并没有为语言测试研究者在开展语言测试效度研究等方面提供可供参考的流程框架。其次，本书从社会视角审视语言测试的影响时并没有关注当前新兴的网络化考试对利益相关者可能带来的社会影响以及网络化考试的公平性等相关问题。

4. 结语

综上所述，本书对语言测试本质的哲学思辨以及社会意义的思考为语言测试研究者提供了全新的研究领域，其所关注的社会问题都是测试界迫切需要解决的问题。本书与Bachman和Palmer(2010)《语言测试实践》一书从不同维度对语言测试展开了探讨，两书在测试理论与实践研究方面交相辉映，为推进语言测试的理论研究与社会影响的调查做出了重要贡献，为语言测试研究者反思语言测试本质，开展语言测试研究提供了理论指导与实践参考。当前国内语言测试研究者在测试研究、考试改革、语言政策制定等方面仍面临很多困难与挑战，本书弘扬积极的语言测试实用主义价值观，为国内语言测试研究者们坚定信心指引了方向。

Bachman, L.F. & A.S. Palmer. 1996. Language Testing in Practice: Designing and Developing Useful Language Tests [M]. Oxford: Oxford University Press.

Bachman. L.F. & A.S. Palmer. 2010. Language Assessment in Practice Developing Language Assessment and Justifying Their Use in the Real World [M]. Oxford: Oxford University Press.

Fulcher, G. 2003. Testing Second Language Speaking [M]. London: Longman/Pearson Education.

Fulcher, G. 2010. Practical Language Testing [M]. London: Hodder Education.

Fulcher. G. 2015. Re-examining Language Testing: A Philosophical and Social Inquiry [M]. London and New York: Routledge.

Fulcher, G. & F. Davidson. 2009. Test architecture. Test Retrofit [J]. Language Testing 26(1):123-144.

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Abstracts of Major Papers in This Issue

Absence of Thinking in Reading Classics, by QU Weiguo, p.11

People discussing about classics tend to confound reading classics with the canon. Many believe that the key to effective reading of classics is the canon. However, deciding on the canon is only the first step, which cannot prevent absence of thinking in the reading process. Unthinking reading of classics arises from (1) the confusion of classics reading with general reading; (2) mistaking cognition for thinking; and (3) ignoring the complex meaning potentials in classics that defy any attempt at reading for a certainty. We hold that only when reading classics is an independent and free thinking activity can classics play their thought-provoking role.

Design and Evaluation of a Moodle-assisted Academic Writing Course-based on Chinese Students in an American University, by ZHANG Li, p.17

A number of researchers have investigated the models of writing and their effectiveness, but little research has been done on how social constructivism can be integrated in the whole process of writing with the aid of technology. This study is to evaluate an academic writing course that integrates social cooperation in the preparation, production and evaluation process of writing with the help of Moodle. Twenty-seven Chinese students in the University of Minnesota participated in the study. Repeated measures ANOVA and pairwise comparison of the general scores for first/second/final versions of research paper indicate that learners did improve the academic writing quality, and that teacher feedback had a significant effect on the improvement of the quality while the effect of peer review was not so significant. Repeated measures ANOVA of analytic scores for first/second/final versions demonstrates a similar result except for the writing style. A paired sample t-test of pre/post-course writing shows that students’ writing competence has also been improved. A questionnaire investigation shows that most students had a high opinion of the course, especially of the teacher feedback and use of technology. However, peer-review was not preferred, and there was no increase in lexical and syntactical complexity. The investigation into the effect of the integrated academic writing course on Chinese overseas students will be of significance for the instruction and research of academic writing in China.

Multi-modality Teaching and Its Practicality in English Literature Classes, by SUO Yuhuan & DU Lanlan, p.23

Recently English literature courses have been more and more marginalized; however, considering the significance in their strengthening students’ literary and artistic attainments, teachers feel it urgent to reform the current teaching methods in English literature courses. Taking the compulsory course “Introduction to English Literature” of Shanghai Jiao Tong University as a case study, this essay aims to explain how multi-modality teaching can play a significant role in promoting the practicality of English literature teaching.

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