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This paper consists of three major chapters, which include introduction, the analysis of mock test results and corresponding strategies.
1.1 The Previous Study Of TEM-4
Listening plays an indispensable role in the process of English acquisition, which also explains the reason why listening takes up a relatively large part of the total score in many important English language tests such as Test for English Majors (TEM) and College English Test (CET). However, many teachers focus on listening comprehension, and ignore dictation, which contributes to the poor performance in dictation, which also has an adverse effect on the total grade (Duan Hongping, Ge Lingling, 2002: 78-80). And this kind of phenomenon results from the lack of language learning strategies.
Mock test is proposed by Meng and Huang to provide a standard-spoken record, which can affect students’ listening capability (Meng Liujun, Huang Jinbiao, 2009: 163-165). Besides that, domestic researchers apply different theories to explain the poor performance in dictation. Shi, according to the schema theory, regards background knowledge as a vital factor (Shi Jing, 2009: 127-131), while Xia emphasizes the effect of empathy (Xia Pengzheng, 2009: 123-126). And Han focuses on the cohesion theory (Han Jing, 2012: 4-5).
1.2 Research Design
1.2.1 The Process Of Research
This paper researches on common errors made by students in the dictation part of TEM-4. The author chose 3 mock tests of TEM4 taken by the sophomores of English major in Nanjing University of Science and Technology. The research participants mainly consist of the researcher, the mock test participants and the teacher of English major who marked these dictation papers. The mock test participants are crucial to this research because they provide all the valuable data needed in this research. In addition, because of the limited time and bound source, the author randomly selected some interview participants from mock test participants to ask about some specific questions about why they make certain mistakes to help to classify common errors.
The author collected mock tests results for three times. The three mock tests are based on the prediction test of 2011 and the TEM-4 of 2012 and 2013. There are 45 pieces of answer sheets analyzed in each mock test. The author first took the Examination Syllabus of TEM-4 and errors made by students in their answer sheets into consideration. After that, the author classified the common errors made by students into nine types: spelling mistakes, missing words, adding words, changing words, information omission, tense and voice mistakes, punctuating mistakes, singular & plural and number mistakes and other mistakes (including misuse of article, preposition, possessive case, conjunction and so on).