cet 4

A Research on Correlation between Metacognition and Performance on CET 4

元认知与英语四级考试的相关研究

Summary of Grammar of CET 4

大学英语四级考试语法结构小结

The relationship between college English teaching models and CET 4 / 6

大学英语教学模式与四、六级考试

CET 4 or above , Effective communication skills in English and Chinese .

大学英语4级以上，具有良好的英语听说写能力。

Implementation of Test Paper Output in Self-adaptive Learning System for CET 4 / 6

英语四六级自适应学习系统试卷输出的实现

CET 4 & 6 Spoken Test 's Implications for College English Teaching

从英语四六级口试看大学英语教学

English CET 4 or above , English conversation and translation ability .

英语四级或以上，英语交流及翻译能力。

Consideration of English Teaching and CET 4 / 6

对高校英语教学与四、六级等级考试的理性思考

This article analyses five year 's writing test in CET 4 from many kinds of aspects .

本文从宏观着眼，对大学英语四级统考五年来写作应试情况进行了多角度分析。

After the reform , the test items of culture of communication are increasing in CET 4 .

改革之后，交际文化考点在试题中所占的比例一直在增加。

CET 4 : Structural Validity of Reading Test

对CET4阅读试卷结构效度的分析

Brief Analysis of the Active Backwash Effect on the Reform of CET 4 and CET 6

浅析大学英语四、六级考试改革的积极反拨作用

Objectively , speaking , CET 4 / 6 did make great contributions to the development of the Chinese English teaching .

客观地说，CET4/6初期对推动我国英语教学发展做出了巨大贡献。

At last , the results of this thesis can be used to guide the future design of test papers of CET 4 .

最后，本文的分析结果对今后四级考题的设计具有指导意义。

Self-efficacy , determination , competition , interest and avoidance significantly correlated with CET 4 listening score .

研究还发现兴趣、决心、竞争、回避动机、自我效能感与四级听力成绩皆达到显著相关水平。

There are no further conditions , except for a minimum CET 4 exam score of 420 .

除大学英语四级须达到420分外，再无其他限制。

The participants ' reading proficiency is measured by the score of reading comprehension part in CET 4 .

学生的阅读水平则是由CET4中的阅读成绩来衡量。

Analysis of the Decrease of the Students ' Handwriting and Its Countermeasures CET 4 . Good command of both oral and written English .

大中小学生书写能力下降原因解析及对策大学英语四级水平。具备良好的英语口语和书写能力。

In some schools , students have to pass the CET 4 or CET 6 to get a diploma .

在部分院校中，学生必须通过大学英语四级或六级考试才能获得文凭。

Some grammatical structures of subjunctive moods in CET 4 are introduced and the key points are expounded with examples .

介绍了大学英语四级考试中常出现的几种英语虚拟语气语法结构，并在阐释要领的同时列举了实例。

Consequently , it is further proved that the nature of CET 4 format and whole sentence C-E translation is rather similar .

这进一步证明，CET4翻译题型，即部分句子汉译英和整句汉译英题型的本质，即测试功能非常相似。

The system , providing a interactive studying enviroment , break through the limitation of the traditional learning of CET 4 and CET 6 .

该系统突破传统的英语四、六级学习的局限，提供一个全方位四、六级英语多媒体辅导的交互学习环境六、发展的环境；

Secondly , through the analysis of culture elements in test papers of CET 4 , the thesis proposes new ideas for intercultural communication competence test in CET 4 .

其次，分析大学英语四级考题中的文化因素能够为大学英语四级考试中考生跨文化交际能力的考察提供新思路。

CET 4 is the standardized national-wide English test for college students , whether it can properly evaluate the effect of culture teaching in college English teaching is a valuable research topic .

与此同时作为测试大学英语教学水平的全国性标准考试，大学英语四级考试，有没有对大学英语教学中文化教学的情况进行测试，是一个值得研究的课题。

Adjustments and variations of the testing style of CET 4 put forward higher demands for the five basic skills of students that are closely connected with their acquisition of vocabulary .

大学英语四级考试题型的调整和变化，对学生的听、说、读、写、译五项技能都提出了更高的要求，这些技能都与学生掌握词汇的基本功有着密切的联系。

Among them , intrinsic interest motivation is found to be the most influential factor on English learning , which is significantly correlative with the scores of every single part of CET 4 .

结果发现，内部兴趣动机是对英语学习成绩影响最大的因子，它与英语四级每一部分的成绩之间都呈显著正相关。

However , with the progress of times , College English Test 4 / 6 ( CET 4 / 6 ) not only shackles the English teaching but also hinders the development of the English testing .

然而，随着时代的进步，CET4/6已经严重滞后于社会的发展。它不仅禁锢着我国英语教学，而且阻碍了我国英语测试的发展。

Quite a few colleges and universities are competing blindly for the passing rate of CET 4 and 6 . As a result , the ability of students ' language application is somehow ignored .

由于近几年国内某些高校在盲目追求大学英语考试（CET）四、六级的通过率。

Taking CET 4 for example , the author enumerates the differences between CET 4 before and after the reform , and responses of teachers and students towards the reform of the CET4 .

本文以大学英语四级考试为例，列举了改革前后四级考试的变化及高校师生方面对改革后的新四级的反应。

Considering the importance of reading in college English teaching and in CET 4 and CET 6 , the author of this dissertation chooses reading in CET 4 and CET 6 to make an analysis .

正是基于阅读的重要性，以及大学英语四、六级考试中的阅读体现了大学英语教学大纲的指导思想，本文作者选择四、六级中的阅读作为其分析的对象。