《英语口语交际语言功能价值评估》作者以Bachman及Palmer交际语言能力理论下的语用能力概念、Bygate的口语技能理论模式、 O'Sullivan et al.的口语语言功能模型及高校英语教学大纲为基础，以全国英语专业四级口试对话任务的真实语料为研究工具，结合大规模问卷调查系统地构建并且评估了中国大学生的英语口语交际语言功能。作者提出的口语交际语言功能评估模型具备可行性与科学性，有利于教师把握课堂环境下学生的英语口语交际特征与思维习惯，促进对口语交际能力的培养。研究结果发现了在测试环境下每项口语交际语言功能的相对价值，对细化英语教学大纲有借鉴意义。《英语口语交际语言功能价值评估》的读者对象为从事英语口语教学及评估的科研人员与专业研究生，也可供高等院校英语教师参考使用。
《英语口语交际语言功能价值评估》在评估英语口语交际能力方面做出了创新式的尝试，研究结果富有成效。作者从功能语言学和测试学两个领域的视角审视了英语口语交际能力的实质；在大规模调研的基础上，指出英语口语交际能力可从语言功能的层面予以评估，并设计了英语口语交际语言功能（OLF）评估量表，以期建立口语交际语言功能理论模型。在全面分析和评估英语学习者在口语交际中析出语言功能特征的同时，作者调查了教师、专家对评估量表中每项功能的价值认同度，并通过比较和解析二者的异同，归纳出英语口语教学预期与学生实际习得成就间的关系特征。问卷调查显示了较高的信度和效度，表明模型假设成立。
泰中华，1983年1月出生，上海外国语大学博士，讲师。工作单位：大连外国语大学英语学院教师，应用语言学研究所成员。参与2项国家及教育部课题；主持1项辽宁省级课题及1项大连外国语大学校级课题；参编1立B专著。公开发表7篇文章。主要作品分别发表在下列期刊上：《外语与外语教学》，2014（5）CSSCI；Language Assessment Quarterly，2014（1）。
Chapter 1 Introduction
1.1 Study background
1.1.1 Oral interaction
1.1.2 Language function
1.1.3 Oral test tasks
1.1.4 Role-playing task of TEM 4 oral test
1.2 Study objectives and significance
1.2.1 Study objectives
1.2.2 Study significance
1.3 Study configuration
1.4 Summary
Chapter 2 Literature Review
2.1 The definition of oral-interactional language functions
2.1.1 The main theories and researches related to OLF
2.1.2 Critical thinking and initial definition of OLF
2.2 The reasons for the study on OLF
2.2.1 Requirements from teaching syllabus
2.2.2 Feedback from teachers
2.2.3 Feedback from students
2.2.4 Theoretical supports
2.3 Reasons for choosing pair work
2.4 Summary
Chapter 3 The OLF Theoretical Model
3.1 Model construction bases
3.1.1 Theoretical basis
3.1.2 Empirical basis
3.2 Model development process
3.3 Model makeup and interpretation
3.4 Definitions of OLF within the model
3.4.1 Informational functions
3.4.2 Interactional functions
3.4.3 Managing interaction
3.5 OLF characteristics
3.6 Model applicability and explanative force
3.6.1 Model applicability
3.6.2 Model explanative force
3.7 Summary
Chapter 4 Study Design
4.1 Study questions
4.2 Study plan and methodology
4.3 Corpora analysis
4.3.1 Corpora collection and classification
4.3.2 Corpora encoding and tagging
4.3.3 Data processing
4.4 Questionnaire survey
4.4.1 Questionnaire design
4.4.2 Data processing
4.5 Summary
Chapter 5 Corpora Analysis on the Patterns of OLF
5.1 Tagging reliability
5.2 Distribution features of OLF
5.2.1 General features
5.2.2 Local features
5.3 Factor-based OLF elicitation correlations
5.3.1 OLF elicitation correlation with regard to the testing
year
5.3.2 OLF elicitation correlation with regard to oral
proficiency
5.3.3 OLF elicitation correlation with regard to gender
5.3.4 OLF elicitation correlation with regard to the factor of role
5.4 Discussion
5.5 Summary
Chapter 6 Questionnaire Survey on the Values of OLF
6.1 Questionnaire reliability
6.2 Questionnaire validity
6.3 Distribution features of VOLF
6.4 Discussion
6.5 Summary
Chapter 7 Correlation Study between POLF and VOLF
7.1 Correlation analysis
7.2 Discussion
7.3 Summary
Chapter 8 Conclusions
8.1 Value assessment results
8.2 Implications and recommendations
8.2.1 Toward oral English teaching syllabus design
8.2.2 Toward oral English classroom teaching
8.2.3 Toward oral English testing
8.2.4 Toward oral English learning
8.3 Limitations
8.4 Research orientations
8.5 Summary
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
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