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[1] Alderson, J.C., Clapham, C., Wall, D. Language
Test C o nst ru ct i o n a n d E va l u a t i o n [M ].
Cambridge: Cambridge University Press, 1995.
[2] American Educational Research Association,
American Psychological Association, National
Council on Measurement in Education. Standards
for Educational and Psychological Testing:
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[3] Bachman, L.F. Fundamental Considerations in
Language Testing[M]. Oxford: Oxford University
Press, 1990.
[4] Baker, D. Language Testing: A Critical Survey and
Practical Guide[M]. Edward Arnold, 1989.

[5] Canale, M. & Swain, M. Theoretical bases of
communicative approaches to second language
teaching and testing[J]. Applied Linguistics, 1980:
(1/1) 1-47.
[6] Co un ci l of E urop e. C om mo n E urop ea n
Framework of Reference for Language Learning
and Teaching[M]. Cambridge: Cambridge
University Press, 2001.
[7] Cumming, A. & Berwick, R. (eds). Validation in
Language Testing[J]: Modern Languages in
Practice, 1995.
[8] Davis, A. Principles of Language Testing[M].
Oxford: Blackwell Publishers, 1990.

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 of formal logic with a wealth of logical ideas from
Schools of Moism in the pre-Qin days, yet logic of
Moism has not been developed into normal and
systematic form. Because they researched logic to
pursue the policy of governing a country, not to pursue
knowledge for finding formal methods as their aim.The
growth of rational thinking of Moism Schools and even
the Chinese nation were restricted by regarding content
as superior to form as a thinking model. On the basis of
the model the academic tradition, valuing practical use
The Relations Between Academic Creation and belittling theory, came into being gradually,which
and Logic: A Comparative Study of Chinese- has held up so far the development of sciences and
Western Logic academic creation in China.
Abstract: The comparison of Chinese-Western logic Key Words: logic of Moism; logic of Aristotle;
in this paper shows that there was an undeveloped form comparison; formalization; academic creation

practice, which may serve as a solid basis for the

[9] Henning, G. A Guide of Language Testing- description of the English proficiency of Asian
Development Evaluation Research[M]. Newbury students. In establishing the Asian Level Framework
House Publishers, 1987. of English Language Proficiency, both qualitative
[10] Hughes, A. & Porter, P. Current Developments in and quantitative approaches should be adopted.
Language Testing[M]. Academic Press Inc., 1987. Qualitatively, each level of language proficiency
[11] Spolsky, B. Measured Words[M]. Oxford: Oxford should have a detailed, accurate, easy to understand
University Press, 1995. descriptor in terms of language communicative
[12] Weir, C. J. Communicative Language Testing[M]. functions and language skills; quantitatively, the
Prentice Hall International (UK) Ltd., 1990. descriptor of each level should be supplemented by
[13] [M] quantitative criteria such as vocabulary extent,
reading speed, speech rate, readability, etc. The
[14]
Common European Framework may serve as a
[M] reference so that the said Asian Framework meets
[15] [J] international standards.
The Asian Level Framework of English Language
[16] [J] Proficiency can be used in English language teaching
and testing in Asia, to provide standards in English
language proficiency measurement, which will help
On Establishing a Unified Asian Level promote mobility of personnel, mutual understanding
Framework of English Language and communication among Asian countries and
Proficiency areas.
Abstract: With the development of globalization, A task force should be set up, consisting of one or
countries and areas in Asia have witnessed a rapid two specialists from each interested English language
growth of economic and cultural exchange and testing organization in Asia. Their job is to work out
communication among them. Because of political, a proposal of Asian Level Framework of English
economic and historical reasons, English has been Language Proficiency on the basis of literature
used as a working language in communication review, data analysis and comparison experiments,
Vol.4 No.2 (General Serial No.16)

among Asian countries and areas. In order to promote
mutual understanding and to promote language
teaching and testing, it is necessary to establish a
unified Asian Level Framework of English Language
Proficiency.
Mar. 2007
for each party to study before its publication. The
Asian Level Framework of English Language
Proficiency, after it is completed, will not be
mandatory. It serves only as a framework for score
interpretation and score use. The operation of testing

There have been quite a number of large-scale programs rema in every respe ctive testing
standardized English testing programs in Asian organizasation's responsibility.
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countries and areas, yielding a large amount of Key Words: language testing;level framework of
candidates' data in their many years of testing English proficiency;language teaching

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