英语专业四级口语测试对英语口语教与学的反拨作用研究

发布时间：2019-01-09 07:48

【摘要】：全国高校英语专业四级口语考试(专四口试)自1999年起由外语专业教学指导委员会实施,考察对象为高校英语专业二年级本科生。通过语言测试专家十多年的努力,专四口试的权威性不断提高,其教学评估功能也不断凸现。反拨作用是指测试对语言教和学产生的影响(Hughes,1989)。自20世纪80年代以来,关于反拨作用的理论和实践的研究迅速发展起来,如Alderson与Wall(1993)的15条反拨作用理论假设、Hughes(1993)的PPP模型、考试对教学产生的反拨作用研究等。目前有学者对反拨作用进行了研究,但也有其局限性。(1)前人关于反拨作用的研究大多集中于高考和大学英语四、六级等考试,但忽视了对专四口试的研究;(2)前者研究大多只以教师或学生为研究对象,却忽视了学科负责人这一研究对象;(3)前人即使在研究时结合定量定性两种研究方法,但并未对结果综合分析。因此,本研究从以上三点弥补前人研究空白。本研究结合Alderson与Wall(1993)的15条反拨作用假设和Hughes(1993)的PPP模式(Participant,Process,Products)为理论依据,运用定量(问卷调查)和定性(采访)分析相结合的研究方法,以西安6所大学的513名英语专业二年级学生和18名英语口语教师和6名院校的学科负责人为研究对象,研究专四口试对教学与学习的反拨作用。研究结果表明,专四口试对教师的教学态度、教学内容、教学方法、教学进度、教学顺序、教学广度和教学质量产生积极反拨作用,对教师的教学深度和教学结果既产生积极反拨作用,又产生消极反拨作用。另外,专四口试对学生的学习内容、学习进度、学习顺序、学习深度和学习质量产生积极反拨作用,对学生的学习态度、学习方法,学习广度和学习结果同时产生积极反拨作用和消极反拨作用。对学科负责人参与的大纲落实与实施、英语教学改革、口语教学和学院发展产生积极的反拨作用。总的来说,专四口试对教师、学生和学科负责人产生的积极反拨作用多于消极反拨作用。而且专四口试对三者产生的反拨作用的强度不同。对学科负责人产生的反拨作用强度最强,对教师产生的反拨作用强度其次,对学生产生的反拨作用强度最弱。本研究的调查结果给英语口语教师、英语专业学生和学科负责人提供了一些启示。教师应该帮助学生建立口语学习的自信,并充分利用专四口试找到学生口语学习的不足。学生应合理调整专四口试及口语学习的关系,并通过此考试掌握更多有用的句型、词组等。学科负责人应该更加重视专四口试,合理调整教学方法以促进教学大纲的实施和教学改革。
[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.
【学位授予单位】：长安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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