CET-4改革后对独立学院英语教学反拨效应的实证研究
|
摘要
测试的反拨效应是指测试对教学的影响(Hughes,1989)。近些年来,反拨效应一度成为测试界的热点问题。在语言学界内研究反拨效应还是个相对新颖的领域。然而,我们应该认识到,对我国大规模外语考试进行深入细致的反拨效应研究,将有效地推动中国外语教学改革与测试改革。
中国大学英语四级考试,作为一项全国性大规模的教学水平考试,其改革后对大学英语教学的反拨效应更是引起了众多外语教学工作者的广泛讨论和致力研究。已有的关于大学英语四级考试改革问题的研究虽然取得了不少成果,其不论是从理论构建上还是实践操作层面上的研究成果都为大学英语教学质量的提高做出了一定贡献,但与此同时,目前有关此课题的研究大都是从宏观或理论层面着手的,欠缺有理有据对深层次问题的系统研究和分析,尤其是实证性的研究。
随着经济全球化及教育多样化的发展,独立学院已然成为中国高等教育系统中不可忽视的一个新的发展体,根据教育部的官方统计数据,截止2009年3月,我国独立学院规模已达318所。所以,笔者认为有必要对独立学院英语教学情况进行探讨。本文以长春市某独立学院为研究对象,通过采集该校2007至2009年共计五次非英语专业本科生参加大学英语四级考试所获得成绩的数据集,并结合对该校师生的问卷调查以及深度采访,旨在探究大学英语四级考试改革对该校英语教学的反拨效应。结果表明：从总体上说,大学英语四级考试的改革对该校英语教学产生的正面反拨效应是显而易见的；且呈正面效应增强,负面效应降低的趋势。此外,通过对大学英语四级考试成绩数据集计算独立样本T检验中检验统计量的值表明,该校英语成绩存在一定的性别差异：该校女生大学英语四级成绩及各分项成绩均优于男生。
根据以上结果,结合测试学和二语习得相关理论,文章最后总结了该研究的成果,反思目前研究中所存在的问题,以及未来研究的方向。本研究旨在对提高大学英语教学质量,为未来大学英语四级考试政策调查提供参考和建议。
In accordance with Hughes (1989), washback effect can be defined as the effect of testing on teaching and learning. In recent years, washback effect of CET-4 (College English Test-Band 4) on English teaching and learning has become a heated topic in testing field. Washback effect is a relatively new field in language testing. Nevertheless, we should recognize that it will effectively promote foreign language teaching and testing reform in China to make some elaborate and in-depth studies on washback effect of related large-scale tests.
As a large-scale standardized test for measuring the proficiency of CE (College English) teaching and learning, washback effect of reformed CET-4 on CE teaching and learning has been given great attention from lots of teachers and scholars of Foreign Language Teaching. We have achieved a lot in studying reform on CET-4, including researches from theoretical level and practical level, which has made a certain contribution to the improvement of CE teaching and learning; however, most of them are systematic research and analysis from a macro or theoretical point of view, which is lack of profound problems, particularly empirical research.
With the development of economic globalization and educational diversity, independent colleges have become a new unignorable part of higher education in China. According to the statistical data published by the Ministry of Education at the end of 2009, it has formed a large scale of 381 independent colleges in China. Therefore, in the author's opinion, it is necessary that discussions should be made to explore English teaching and learning of independent colleges. The subject of the present study is one of Changchun's independent colleges. Through data sets of five times of CET-4 scores achieved by non-English majors of this independent college from the year 2007 to 2009, and with the combination of questionnaire survey and in-depth interview, the thesis is intended to make an empirical study on washback effect of reformed CET-4 on English teaching and learning in independent colleges. The result shows that positive washback effects on English teaching and learning in this college are obvious, and there is a tendency that its positive effects are enhanced, while negative ones are reduced. Besides, the results of independent-sample t-test indicate that there may be a correlation between reformed CET-4 scores and gender variances:female students get higher scores than male ones on total score and each item score tested.
Based on related literature and the results from the research, in the end of the thesis are the conclusions drawn from the experiment, the reflections on the problems existing in the present research and the directions of futher researches in the future. It is expected that the present study may throw some light on improving the quality of CE teaching and learning, and provide references and recommendations for the investigation about CET-4 policy.
中国大学英语四级考试,作为一项全国性大规模的教学水平考试,其改革后对大学英语教学的反拨效应更是引起了众多外语教学工作者的广泛讨论和致力研究。已有的关于大学英语四级考试改革问题的研究虽然取得了不少成果,其不论是从理论构建上还是实践操作层面上的研究成果都为大学英语教学质量的提高做出了一定贡献,但与此同时,目前有关此课题的研究大都是从宏观或理论层面着手的,欠缺有理有据对深层次问题的系统研究和分析,尤其是实证性的研究。
随着经济全球化及教育多样化的发展,独立学院已然成为中国高等教育系统中不可忽视的一个新的发展体,根据教育部的官方统计数据,截止2009年3月,我国独立学院规模已达318所。所以,笔者认为有必要对独立学院英语教学情况进行探讨。本文以长春市某独立学院为研究对象,通过采集该校2007至2009年共计五次非英语专业本科生参加大学英语四级考试所获得成绩的数据集,并结合对该校师生的问卷调查以及深度采访,旨在探究大学英语四级考试改革对该校英语教学的反拨效应。结果表明：从总体上说,大学英语四级考试的改革对该校英语教学产生的正面反拨效应是显而易见的；且呈正面效应增强,负面效应降低的趋势。此外,通过对大学英语四级考试成绩数据集计算独立样本T检验中检验统计量的值表明,该校英语成绩存在一定的性别差异：该校女生大学英语四级成绩及各分项成绩均优于男生。
根据以上结果,结合测试学和二语习得相关理论,文章最后总结了该研究的成果,反思目前研究中所存在的问题,以及未来研究的方向。本研究旨在对提高大学英语教学质量,为未来大学英语四级考试政策调查提供参考和建议。
In accordance with Hughes (1989), washback effect can be defined as the effect of testing on teaching and learning. In recent years, washback effect of CET-4 (College English Test-Band 4) on English teaching and learning has become a heated topic in testing field. Washback effect is a relatively new field in language testing. Nevertheless, we should recognize that it will effectively promote foreign language teaching and testing reform in China to make some elaborate and in-depth studies on washback effect of related large-scale tests.
As a large-scale standardized test for measuring the proficiency of CE (College English) teaching and learning, washback effect of reformed CET-4 on CE teaching and learning has been given great attention from lots of teachers and scholars of Foreign Language Teaching. We have achieved a lot in studying reform on CET-4, including researches from theoretical level and practical level, which has made a certain contribution to the improvement of CE teaching and learning; however, most of them are systematic research and analysis from a macro or theoretical point of view, which is lack of profound problems, particularly empirical research.
With the development of economic globalization and educational diversity, independent colleges have become a new unignorable part of higher education in China. According to the statistical data published by the Ministry of Education at the end of 2009, it has formed a large scale of 381 independent colleges in China. Therefore, in the author's opinion, it is necessary that discussions should be made to explore English teaching and learning of independent colleges. The subject of the present study is one of Changchun's independent colleges. Through data sets of five times of CET-4 scores achieved by non-English majors of this independent college from the year 2007 to 2009, and with the combination of questionnaire survey and in-depth interview, the thesis is intended to make an empirical study on washback effect of reformed CET-4 on English teaching and learning in independent colleges. The result shows that positive washback effects on English teaching and learning in this college are obvious, and there is a tendency that its positive effects are enhanced, while negative ones are reduced. Besides, the results of independent-sample t-test indicate that there may be a correlation between reformed CET-4 scores and gender variances:female students get higher scores than male ones on total score and each item score tested.
Based on related literature and the results from the research, in the end of the thesis are the conclusions drawn from the experiment, the reflections on the problems existing in the present research and the directions of futher researches in the future. It is expected that the present study may throw some light on improving the quality of CE teaching and learning, and provide references and recommendations for the investigation about CET-4 policy.
引文
[1]Alderson, C.,& D, Wall.,1993. Does Washback exist?[J]. Applied Linguistics,14(2),115-129.
[2]Aldersonn, J.C.,& Hamp-Lyons, L.,1996. TOEFL Preparation Courses:A Study of Washback[J]. Language Testing,13(3):280-297.
[3]Bachman, L.F.,1990. Language Testing in Practice[M]. Oxford:OUP.
[4]Bachman, L.F.& Cohen, A.D.,2002. Interfaces Between Second Language Acquisition and Language Testing Research[M]. Foreign Language Teaching and Research Press.
[5]Bachman, L.F.,& Palmer, A.S.,1996. Language Testing in Practice[M]. Oxford:OUP.
[6]Bailey, K.M.,1996. Working for Washback:A Review of the Washback Concept in Language Testing[J], Language Testing,13(3):257-279.
[7]Brown, H.D.,2001. Principles of Language Learning and Teaching[M]. Foreign Language Teaching and Research Press.
[8]Brown, J.D.,2006. Testing in Language Programs:A Comprehensive Guide to English Language Assessment[M]. Higher Education Press.
[9]Buck, G.,1988. Testing Listening Comprehension in Japanese University Entrance Examination[J]. JALT Journal, (10):15-42.
[10]Cheng, L.Y.,1997. How Does Washback Influence Teaching? Implications for Hong Kong[J]. Language and Education,11(1):38-54.
[11]Cheng, L.Y.,1998. The Washback Effect of Public Examination Change on Classroom Teaching[A]. 20th Annual Language Testing Research Colloquium.
[12]Cheng, L.Y.,1999. Changing Assessment:Washback on Teacher Perceptions and Actions[J]. Teaching and Teacher Education,15:253-271.
[13]Davies, A. (Ed.).,1968. Language Testing Symposium:a Psycholinguistic Perspective [M]. Oxford: Oxford University Press.
[14]Davies, A. et al.,1999. Dictionary of Language Testing[M]. Cambridge:University of Cambridge Local Examinations Syndicate.
[15]Heaton, J.B.,1988. Writing English Language Tests[M]. Second edition. London:Longman.
[16]Heaton, J.B.,1990. Classroom Testing[M]. Essex:Longman Group UK Ltd.
[17]Hughes, A.,1989. Testing for Language Teachers[M]. Cambridge:CUP.
[18]Hughes, A.,1993. Backwash and TOEFL 2000[Z]. Unpublished manuscript. University of Reading.
[19]Huang, D.Y.,2002. A preliminary investigation of CET-4 washback[J]. Paper presented at the Intenational Conference on Language Testing and Language Teaching[M]. Shanghai:Shanghai Jiao Tong University:224-233.
[20]Krashen, S.D.,1981. Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamon Press.
[21]Mark Calderbank & Muhammad Awwad.,1988. Testing Oral Communication:Why and How?[J]. System,16(1):49-59.
[22]Messick, S.,1996. Validity and washback in language testing[J]. Language Testing,13(3):241-256.
[23]Pearson, I.,1998. Tests as Levers for Change[M]. In Chamberlin, D.,& R. Baumgardner (eds). ESP in the Classroom:Practice and Education[J]. ELT Documents 128. Hays, Mddx:Modern English Publications,98-107.
[24]Popham, J.,1987. The Merits of Measurement-driven Instruction[M]. Phi Delta Kappa May,679-682.
[25]Produmou, L.,1995. The washback effect:From testing to Teaching[J]. EFL,49(1):13-25.
[26]Shohamy, E.,1992. Beyond Proficiency Testing:A Diagnostic Feedback Testing Model for Assessing Foreign Language Learning[J]. The Modern Language Journal,76:513-531.
[27]Shohamy, E. et al.,1996. Test Impact Revisited:Washback Effect Over Time[J]. Language Testing, 13(3):298-317.
[28]Shahzad Saif.,2006. Aiming for Positive Washback:A Case Study of International Teaching Assistances[J]. Language Testing,23:1-34.
[29]Stephen Andrew, John Fullilove, Yama Wong.,2002. Targeting washback——A Case-study[J], System,30:207-223.
[30]Turner, C.E.,2001. The Need for Impact Studies of L2 Performance Testing and Rating:Identifying Areas of Potential Consequences at All Levels of the Testing Cycle[J], in C. Elder. et al (eds.) Studies in Language Testing:Experimenting with Uncertainty Essays in Honor of Alan Davies[M]. Cambridge: CUP.
[31]Yang, H.Z.,2004. Language Testing and Language Teaching[R]. Speech Presented at the First International Conference on Foreign Language Teaching Methodology in China[A]. Shanghai: Shanghai International Studies University.
[32]Zhou, P.D.,2004. Language Testing and Language Teaching[R]. Speech Presented at the First International Conference on Foreign Language Teaching Methodology in China[A]. Shanghai: Shanghai International Studies University.
[33]鲍松彬.新大学英语四级考试反拨作用的研究[MA].长春：吉林大学,2005.
[34]房祥忠,鲁立刚,李东风.概率论与数理统计[M].北京：高等教育出版社,2005.
[35]高珍.新大学英语四级考试反拨效应研究[MA].苏州：苏州大学,2008.
[36]辜向东.《正面的还是负面的——大学英语四、六级考试反拨效应实证研究》[M].重庆：重庆出版社,2007.
[37]何琉周.专业语法教学与英语专业四、八级考试的反拨作用[A].载邹申主编.英语语言测试.理论与操作[C].上海：上海外语教育出版社,1998-b：230-238.
[38]黄大勇,金桂林.语言测试对教学的反拨效应[J].西南交通大学学报,2001(9)：26-30.
[39]金艳.大学英语四、六级考试口语考试对教学的反拨作用[J].外语界,2000(4)：34-38.
[40]孔德惠.《英语测试学》[M].长春：东北师范大学,2000.
[41]李筱菊.《语言测试科学与艺术》[M].长沙：湖南出版社,1997.
[42]凌云.《考试统计学》[M].武汉：华中师范大学出版社,2002.
[43]潘之欣.交际性听力理解考试的开发——全国大学英语四、六级考试听力理解部分改革[D].上海：上海交通大学,2003.
[44]谭燕保.大学英语四级考试评估[MA].武汉：华中师范大学,2000.
[45]王立非.《现代外语教学论》[M].上海：上海教育出版社,2000.
[46]王跃武.全国大学英语四、六级考试作文网上联机阅卷评分信度研究[D].上海：上海交通大学,2005.
[47]杨惠中 & C.Weir.《大学英语四、六级考试效度研究》[M].上海外语教育出版社,1998.
[48]杨惠中.大学英语四、六级考试回顾与展望[J].外语界,1998(3)：33-8.
[49]杨惠中,金艳.大学英语四、六级考试分数解释[J].外语界,2001(1)：62-68.
[50]杨惠中.语言测试与语言教学[J].外语界,1999(1)：39-44.
[51]张彬.语言学习策略与大学英语四级考试城际间的关系研究[MA].兰州：西北师范大学,2002.
[52]赵红梅.语言测试与大学英语四级考试的评估[MA].重庆：西南师范大学,2004.
[53]周流溪.公共外语还有可为[J].外语教学与研究,2003(3)：224-226.
[54]周艳.大学生英语成绩的性别差异探究[J].安徽工业大学学报(社会科学版),2005(3)：87-88.
[55]周忠新,王艳文.四级考试成绩审视燕山大学大学英语教学[J].教学研究2008(5)：420-423.
[2]Aldersonn, J.C.,& Hamp-Lyons, L.,1996. TOEFL Preparation Courses:A Study of Washback[J]. Language Testing,13(3):280-297.
[3]Bachman, L.F.,1990. Language Testing in Practice[M]. Oxford:OUP.
[4]Bachman, L.F.& Cohen, A.D.,2002. Interfaces Between Second Language Acquisition and Language Testing Research[M]. Foreign Language Teaching and Research Press.
[5]Bachman, L.F.,& Palmer, A.S.,1996. Language Testing in Practice[M]. Oxford:OUP.
[6]Bailey, K.M.,1996. Working for Washback:A Review of the Washback Concept in Language Testing[J], Language Testing,13(3):257-279.
[7]Brown, H.D.,2001. Principles of Language Learning and Teaching[M]. Foreign Language Teaching and Research Press.
[8]Brown, J.D.,2006. Testing in Language Programs:A Comprehensive Guide to English Language Assessment[M]. Higher Education Press.
[9]Buck, G.,1988. Testing Listening Comprehension in Japanese University Entrance Examination[J]. JALT Journal, (10):15-42.
[10]Cheng, L.Y.,1997. How Does Washback Influence Teaching? Implications for Hong Kong[J]. Language and Education,11(1):38-54.
[11]Cheng, L.Y.,1998. The Washback Effect of Public Examination Change on Classroom Teaching[A]. 20th Annual Language Testing Research Colloquium.
[12]Cheng, L.Y.,1999. Changing Assessment:Washback on Teacher Perceptions and Actions[J]. Teaching and Teacher Education,15:253-271.
[13]Davies, A. (Ed.).,1968. Language Testing Symposium:a Psycholinguistic Perspective [M]. Oxford: Oxford University Press.
[14]Davies, A. et al.,1999. Dictionary of Language Testing[M]. Cambridge:University of Cambridge Local Examinations Syndicate.
[15]Heaton, J.B.,1988. Writing English Language Tests[M]. Second edition. London:Longman.
[16]Heaton, J.B.,1990. Classroom Testing[M]. Essex:Longman Group UK Ltd.
[17]Hughes, A.,1989. Testing for Language Teachers[M]. Cambridge:CUP.
[18]Hughes, A.,1993. Backwash and TOEFL 2000[Z]. Unpublished manuscript. University of Reading.
[19]Huang, D.Y.,2002. A preliminary investigation of CET-4 washback[J]. Paper presented at the Intenational Conference on Language Testing and Language Teaching[M]. Shanghai:Shanghai Jiao Tong University:224-233.
[20]Krashen, S.D.,1981. Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamon Press.
[21]Mark Calderbank & Muhammad Awwad.,1988. Testing Oral Communication:Why and How?[J]. System,16(1):49-59.
[22]Messick, S.,1996. Validity and washback in language testing[J]. Language Testing,13(3):241-256.
[23]Pearson, I.,1998. Tests as Levers for Change[M]. In Chamberlin, D.,& R. Baumgardner (eds). ESP in the Classroom:Practice and Education[J]. ELT Documents 128. Hays, Mddx:Modern English Publications,98-107.
[24]Popham, J.,1987. The Merits of Measurement-driven Instruction[M]. Phi Delta Kappa May,679-682.
[25]Produmou, L.,1995. The washback effect:From testing to Teaching[J]. EFL,49(1):13-25.
[26]Shohamy, E.,1992. Beyond Proficiency Testing:A Diagnostic Feedback Testing Model for Assessing Foreign Language Learning[J]. The Modern Language Journal,76:513-531.
[27]Shohamy, E. et al.,1996. Test Impact Revisited:Washback Effect Over Time[J]. Language Testing, 13(3):298-317.
[28]Shahzad Saif.,2006. Aiming for Positive Washback:A Case Study of International Teaching Assistances[J]. Language Testing,23:1-34.
[29]Stephen Andrew, John Fullilove, Yama Wong.,2002. Targeting washback——A Case-study[J], System,30:207-223.
[30]Turner, C.E.,2001. The Need for Impact Studies of L2 Performance Testing and Rating:Identifying Areas of Potential Consequences at All Levels of the Testing Cycle[J], in C. Elder. et al (eds.) Studies in Language Testing:Experimenting with Uncertainty Essays in Honor of Alan Davies[M]. Cambridge: CUP.
[31]Yang, H.Z.,2004. Language Testing and Language Teaching[R]. Speech Presented at the First International Conference on Foreign Language Teaching Methodology in China[A]. Shanghai: Shanghai International Studies University.
[32]Zhou, P.D.,2004. Language Testing and Language Teaching[R]. Speech Presented at the First International Conference on Foreign Language Teaching Methodology in China[A]. Shanghai: Shanghai International Studies University.
[33]鲍松彬.新大学英语四级考试反拨作用的研究[MA].长春：吉林大学,2005.
[34]房祥忠,鲁立刚,李东风.概率论与数理统计[M].北京：高等教育出版社,2005.
[35]高珍.新大学英语四级考试反拨效应研究[MA].苏州：苏州大学,2008.
[36]辜向东.《正面的还是负面的——大学英语四、六级考试反拨效应实证研究》[M].重庆：重庆出版社,2007.
[37]何琉周.专业语法教学与英语专业四、八级考试的反拨作用[A].载邹申主编.英语语言测试.理论与操作[C].上海：上海外语教育出版社,1998-b：230-238.
[38]黄大勇,金桂林.语言测试对教学的反拨效应[J].西南交通大学学报,2001(9)：26-30.
[39]金艳.大学英语四、六级考试口语考试对教学的反拨作用[J].外语界,2000(4)：34-38.
[40]孔德惠.《英语测试学》[M].长春：东北师范大学,2000.
[41]李筱菊.《语言测试科学与艺术》[M].长沙：湖南出版社,1997.
[42]凌云.《考试统计学》[M].武汉：华中师范大学出版社,2002.
[43]潘之欣.交际性听力理解考试的开发——全国大学英语四、六级考试听力理解部分改革[D].上海：上海交通大学,2003.
[44]谭燕保.大学英语四级考试评估[MA].武汉：华中师范大学,2000.
[45]王立非.《现代外语教学论》[M].上海：上海教育出版社,2000.
[46]王跃武.全国大学英语四、六级考试作文网上联机阅卷评分信度研究[D].上海：上海交通大学,2005.
[47]杨惠中 & C.Weir.《大学英语四、六级考试效度研究》[M].上海外语教育出版社,1998.
[48]杨惠中.大学英语四、六级考试回顾与展望[J].外语界,1998(3)：33-8.
[49]杨惠中,金艳.大学英语四、六级考试分数解释[J].外语界,2001(1)：62-68.
[50]杨惠中.语言测试与语言教学[J].外语界,1999(1)：39-44.
[51]张彬.语言学习策略与大学英语四级考试城际间的关系研究[MA].兰州：西北师范大学,2002.
[52]赵红梅.语言测试与大学英语四级考试的评估[MA].重庆：西南师范大学,2004.
[53]周流溪.公共外语还有可为[J].外语教学与研究,2003(3)：224-226.
[54]周艳.大学生英语成绩的性别差异探究[J].安徽工业大学学报(社会科学版),2005(3)：87-88.
[55]周忠新,王艳文.四级考试成绩审视燕山大学大学英语教学[J].教学研究2008(5)：420-423.