英语专业四级考试对玉林师范学院教学的反拨作用研究

论文摘要

外语测试学是一独立的研究领域,它有三大功能：成绩评定或信息反馈功能,人才选拔功能和反拨功能。反拨作用指的是语言测试对语言教学和学习所产生的影响,这种影响可以是正面的、积极的,也可以是负面的、消极的。近30年来,国内外语言测试领域的研究者们对语言测试反拨作用从理论到实践做了大量的研究,旨在改进、完善语言测试,以便促进教学改革。英语专业四级考试(专四)是我国目前规模较大及高风险的外语测试之一,对英语专业的教学影响很大,特别对处于经济、文化与教育欠发达地区的师生而言,其难度相当,对起点稍低的玉林师范学院英语专业学生的挑战更大。本研究借鉴国内外学者对语言测试反拨作用研究的理论成果,采用定性与定量相结合的研究方法,对专四对玉林师范学院英语专业基础阶段教与学的反拨作用进行研究,通过对玉林师范学院外语系32位英语教师、106名大一学生、186名大二学生和89名大三学生的问卷调查,课堂观察和访谈收集数据并进行分析,拟探讨以下问题：1.专四在哪几个方面对教师教学产生了反拨作用?它们是积极的还是消极的?2.专四在哪几个方面对学生学习产生了反拨作用?它们是积极的还是消极的?对语言基础不同学生的影响如何?3.产生这些反拨作用的主要原因是什么?研究结果表明,整体而言,专四对玉林师范学院教师主要起正反拨作用,其强度因人而异。然而,专四对学生学习的负反拨作用大于正反拨作用,仅对少数语言基础好的学生有正反拨作用。专四对教师正反拨作用主要表现在为教师的英语教学提供了导向、评价参考标准和动力。专四对英语专业学生的负反拨作用主要表现在：学生过度关注测试训练和应试能力的提高,而忽视综合语言能力和实践能力的提高,学习应试目的明显,在阅读和写作课程中表现更为突出。最后,本文针对研究发现提出了积极发挥专四正反拨作用及有效平衡学生综合语言能力培养和专四备考的对策和建议。

论文目录

• 摘要
• ABSTRACT
• List of Tables
• List of Figures
• List of Appendices
• Chapter 1 Introduction
• 1.1 Background Information of the Study
• 1.2 Significancc of the Study
• 1.3 Structure of the Thesis
• Chapter 2 Literature Review
• 2.1 Definitions of Washback
• 2.2 Classification of Washback
• 2.2.1 General and Specific Washback
• 2.2.2 Strong and Weak Washback
• 2.2.3 Short-term and Long-term Washback
• 2.2.4 Unintended and Intended Washback
• 2.2.5 Positive and Negative Washback
• 2.3 Related Theories
• 2.3.1 Hughes' PPP Washback Model
• 2.3.2 Alderson and Wall's Washback Hypothesis
• 2.3.3 Bailey's Model of Washback
• 2.3.4 Burrows' Model of Washback
• 2.3.5 Shih's Model of Washback
• 2.3.6 Chen Xiaokou's Model of Washback
• 2.4 Previous Researches
• 2.4.1 Researches on Washback Abroad
• 2.4.2 Researches on Washback in China
• 2.4.3 Comments on the Previous Research
• 2.5 TEM4 and Current Washback Research
• 2.5.1 Brief Introduction of TEM4
• 2.5.2 TEM4 Washback Research
• Chapter 3 Research Methods and Design
• 3.1 Research Purpose
• 3.2 Methods and Procedures
• 3.2.1 Questionnaire Survey
• 3.2.2 Classroom Observations
• 3.2.3 Interviews
• 3.3 Data Analysis
• Chapter 4 Research Results and Discussion
• 4.1 Washback on Teachers
• 4.1.1 Influence on Teaching Policy of Department
• 4.1.2 Psychological Influence on Teachers
• 4.1.3 Influence on Teachers' Perceptions of Teaching Assessment
• 4.1.4 Influence on Teaching Contents
• 4.1.5 Influence on Ways of Teaching
• 4.1.6 Comments on the TEM4 Washback Effects on Teachers' Teaching
• 4.2 Washbak on Students
• 4.2.1 Influence on Students' Psychology
• 4.2.2 Influence on Students' Perceptions of the Learning Assessment
• 4.2.3 Influence on What Students Learn
• 4.2.4 Influence on How Students Learn
• 4.3 Different Washback on Students with Different Language Foundations
• 4.4 Causes of Negative Washback
• 4.4.1 Causes of Negative Washback on Teachers
• 4.4.2 Causes of Negative Washback on Students
• Chapter 5 Conclusions
• 5.1 Findings and Conclusions
• 5.2 Implications
• 5.2.1 Implications for Test Designers
• 5.2.2 Implications for School Authorities
• 5.2.3 Implications for Teachers and Students
• 5.3 Limitations
• Bibliography
• Appendix 1 Questionnaire
• Appendix 2 Interview
• Appendix 3 Classroom Observation Checklist
• Appendix 4 Results of Open-ended Questions
• Appendix 5 Results and Discussions of Classroom Observation
• Acknowledgements
• 攻读硕士学位期间的发表论文情况