英語專業(yè)四級口語測試對英語口語教與學的反撥作用研究
發(fā)布時間：2019-01-09 07:48
【摘要】：全國高校英語專業(yè)四級口語考試(專四口試)自1999年起由外語專業(yè)教學指導委員會實施,考察對象為高校英語專業(yè)二年級本科生。通過語言測試專家十多年的努力,專四口試的權威性不斷提高,其教學評估功能也不斷凸現(xiàn)。反撥作用是指測試對語言教和學產生的影響(Hughes,1989)。自20世紀80年代以來,關于反撥作用的理論和實踐的研究迅速發(fā)展起來,如Alderson與Wall(1993)的15條反撥作用理論假設、Hughes(1993)的PPP模型、考試對教學產生的反撥作用研究等。目前有學者對反撥作用進行了研究,但也有其局限性。(1)前人關于反撥作用的研究大多集中于高考和大學英語四、六級等考試,但忽視了對專四口試的研究;(2)前者研究大多只以教師或學生為研究對象,卻忽視了學科負責人這一研究對象;(3)前人即使在研究時結合定量定性兩種研究方法,但并未對結果綜合分析。因此,本研究從以上三點彌補前人研究空白。本研究結合Alderson與Wall(1993)的15條反撥作用假設和Hughes(1993)的PPP模式(Participant,Process,Products)為理論依據,運用定量(問卷調查)和定性(采訪)分析相結合的研究方法,以西安6所大學的513名英語專業(yè)二年級學生和18名英語口語教師和6名院校的學科負責人為研究對象,研究專四口試對教學與學習的反撥作用。研究結果表明,專四口試對教師的教學態(tài)度、教學內容、教學方法、教學進度、教學順序、教學廣度和教學質量產生積極反撥作用,對教師的教學深度和教學結果既產生積極反撥作用,又產生消極反撥作用。另外,專四口試對學生的學習內容、學習進度、學習順序、學習深度和學習質量產生積極反撥作用,對學生的學習態(tài)度、學習方法,學習廣度和學習結果同時產生積極反撥作用和消極反撥作用。對學科負責人參與的大綱落實與實施、英語教學改革、口語教學和學院發(fā)展產生積極的反撥作用�？偟膩碚f,專四口試對教師、學生和學科負責人產生的積極反撥作用多于消極反撥作用。而且專四口試對三者產生的反撥作用的強度不同。對學科負責人產生的反撥作用強度最強,對教師產生的反撥作用強度其次,對學生產生的反撥作用強度最弱。本研究的調查結果給英語口語教師、英語專業(yè)學生和學科負責人提供了一些啟示。教師應該幫助學生建立口語學習的自信,并充分利用專四口試找到學生口語學習的不足。學生應合理調整專四口試及口語學習的關系,并通過此考試掌握更多有用的句型、詞組等。學科負責人應該更加重視專四口試,合理調整教學方法以促進教學大綱的實施和教學改革。
[Abstract]:Since 1999, CET-4 oral examination has been carried out by the Foreign language Teaching steering Committee. The subjects are the sophomores of English majors in colleges and universities. Through the efforts of language testing experts for more than ten years, the authority of the fourth Oral Test has been improved and its teaching evaluation function has been highlighted. Backwash is the effect of testing on language teaching and learning (Hughes,1989). Since the 1980s, the research on the theory and practice of backwash has developed rapidly, such as the PPP model of Alderson and Wall (1993), the PPP model of, Hughes (1993), the research of backwash effect of examination on teaching and so on. At present, some scholars have carried on the research to the backwash function, but also has its limitation. (1) the previous research about the backwash function mostly concentrates on the college entrance examination and CET-4, CET-6 and so on, but neglects the research on the CET-4; (2) most of the former studies only focus on teachers or students, but neglect the subject leader. (3) even though the former studies combine quantitative and qualitative methods, they do not analyze the results synthetically. Therefore, this study from the above three points to make up for the gaps in previous studies. Based on the 15 backwash hypotheses of Alderson and Wall (1993) and the PPP model (Participant,Process,Products) of Hughes (1993), this study combines quantitative (questionnaire) analysis with qualitative (interview) analysis. Taking 513 English major sophomores, 18 spoken English teachers and 6 subject leaders from 6 universities in Xi'an as the research objects, this paper studies the backwash effect of the fourth Oral examination on teaching and learning. The results show that the fourth Oral Test has a positive effect on teachers' teaching attitude, contents, methods, progress, sequence, breadth and quality of teaching. It has both positive and negative backwash effects on teachers' teaching depth and teaching results. In addition, the fourth Oral Test has a positive backwash effect on the students' learning content, progress, sequence, depth and quality of study, and on the students' learning attitude and methods. Learning span and learning results have both positive and negative backwash effects. It plays a positive role in the implementation and implementation of the syllabus, the reform of English teaching, oral English teaching and the development of the college. In general, the fourth secondary test has more positive backwash effects on teachers, students and subject leaders than on negative backwash tests. In addition, the fourth Oral Test has different backwash effects on the three subjects. The backwash effect is the strongest to the subject leader, the second is to the teacher, and the weakest to the students. The results of this study provide some implications for oral English teachers, English majors and subject leaders. Teachers should help students to build confidence in oral English learning and make full use of the fourth Test to find out the deficiency of oral English learning. Students should adjust the relationship between oral test and oral English study, and master more useful sentence patterns, phrases and so on. Subject leaders should pay more attention to the fourth oral examination and adjust teaching methods to promote the implementation of syllabus and teaching reform.
【學位授予單位】：長安大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3
本文編號：2405333
[Abstract]:Since 1999, CET-4 oral examination has been carried out by the Foreign language Teaching steering Committee. The subjects are the sophomores of English majors in colleges and universities. Through the efforts of language testing experts for more than ten years, the authority of the fourth Oral Test has been improved and its teaching evaluation function has been highlighted. Backwash is the effect of testing on language teaching and learning (Hughes,1989). Since the 1980s, the research on the theory and practice of backwash has developed rapidly, such as the PPP model of Alderson and Wall (1993), the PPP model of, Hughes (1993), the research of backwash effect of examination on teaching and so on. At present, some scholars have carried on the research to the backwash function, but also has its limitation. (1) the previous research about the backwash function mostly concentrates on the college entrance examination and CET-4, CET-6 and so on, but neglects the research on the CET-4; (2) most of the former studies only focus on teachers or students, but neglect the subject leader. (3) even though the former studies combine quantitative and qualitative methods, they do not analyze the results synthetically. Therefore, this study from the above three points to make up for the gaps in previous studies. Based on the 15 backwash hypotheses of Alderson and Wall (1993) and the PPP model (Participant,Process,Products) of Hughes (1993), this study combines quantitative (questionnaire) analysis with qualitative (interview) analysis. Taking 513 English major sophomores, 18 spoken English teachers and 6 subject leaders from 6 universities in Xi'an as the research objects, this paper studies the backwash effect of the fourth Oral examination on teaching and learning. The results show that the fourth Oral Test has a positive effect on teachers' teaching attitude, contents, methods, progress, sequence, breadth and quality of teaching. It has both positive and negative backwash effects on teachers' teaching depth and teaching results. In addition, the fourth Oral Test has a positive backwash effect on the students' learning content, progress, sequence, depth and quality of study, and on the students' learning attitude and methods. Learning span and learning results have both positive and negative backwash effects. It plays a positive role in the implementation and implementation of the syllabus, the reform of English teaching, oral English teaching and the development of the college. In general, the fourth secondary test has more positive backwash effects on teachers, students and subject leaders than on negative backwash tests. In addition, the fourth Oral Test has different backwash effects on the three subjects. The backwash effect is the strongest to the subject leader, the second is to the teacher, and the weakest to the students. The results of this study provide some implications for oral English teachers, English majors and subject leaders. Teachers should help students to build confidence in oral English learning and make full use of the fourth Test to find out the deficiency of oral English learning. Students should adjust the relationship between oral test and oral English study, and master more useful sentence patterns, phrases and so on. Subject leaders should pay more attention to the fourth oral examination and adjust teaching methods to promote the implementation of syllabus and teaching reform.
【學位授予單位】：長安大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3
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