CET对学生课外英语学习过程反拨效应实证研究 ——基于学生学习日志

论文摘要

大学英语四、六级考试(CET)是在教育部高等教育司的主持和领导下、由大学英语四、六级考试委员会设计和开发、与教育部考试中心共同实施的一项大规模标准化考试。其目的在于准确衡量我国在校大学生的英语综合能力,为实现大学英语课程教学目标发挥积极作用。本研究采用学生学习日志的研究方法,对两所样本学校185名学生的课外英语学习活动进行了调查研究。通过对样本学校一备考四级、备考六级和六级已过三个学生群体,以及样本学校一备考四级和样本学校二备考四级两个学生群体从课外英语学习活动、学习时间投入和学习目的三个方面的对比分析,探讨了CET对学生课外英语学习过程的反拨效应。研究结果表明,就样本学校一备考四级、备考六级和六级已过学生三个群体相比较而言,备考四级和备考六级学生课外记单词和训练五项基本技能的频率高于六级已过学生,备考四级和备考六级学生课外记单词、阅读和听力练习的投入较大,写作和翻译没有得到足够重视,在学生课外学习方法和策略的使用上,CET对备考六级学生的影响略强于备考四级学生,备考六级学生课外英语学习目的以备考六级为主,时间投入上也多于备考四级学生。就样本学校一和样本学校二备考四级的两个群体相比较而言,两所学校备考四级学生课外记单词、阅读和听力练习的投入较大,写作和翻译没有得到足够重视,样本学校一学生课外英语学习活动多样,而样本学校二学生课外英语学习主要是记单词和做四级真题、模拟题,在时间投入上,样本学校二学生课外英语学习时间远高于样本学校一学生,样本学校一学生课外英语学习目的多样,而样本学校二学生课外英语学习目的限于备考四级。CET是引起这些差异的主要因素之一,但是数据显示,CET对学生课外英语学习过程产生反拨效应受诸多因素的影响,如CET考试结果的使用、学生对CET的熟悉程度、学生英语水平、学生之间的相互影响、学生之间的个体差异、教师对CET的了解和认识、教师对学生的引导等。本研究在一定程度上丰富了考试对学生学习过程反拨效应研究的理论和方法,为其他大规模高风险考试的反拨效应研究提供了理论和方法上的借鉴。同时,该研究为CET的进一步改革和学生课外自主学习质量的提高提出了一些参考性的启示和建议。

论文目录

• 中文摘要
• ABSTRACT
• CHAPTER ONE INTRODUCTION
• 1.1 GENESIS OF THE STUDY
• 1.2 RESEARCH QUESTIONS
• 1.3 ORGANIZATION OF THE THESIS
• CHAPTER TWO LITERATURE REVIEW
• 2.1 DEFINING WASHABCK
• 2.2 THEORETICAL FRAMEWORKS FOR WASHBACK STUDIES
• 2.2.1 Alderson and Wall’s Washback Hypothesis
• 2.2.2 Hughes’Trichotomous Model
• 2.2.3 Bailey’s Model of Washback
• 2.2.4 Hungerland’s Contextual Washback Model
• 2.2.5 Shih’s Washback Model of Students’Learning
• 2.3 EMPIRICAL STUDIES OF WASHBACK ON LEARNERS
• 2.4 DIARY AS A RESEARCH TOOL
• 2.4.1 The Definition of Diary in Research
• 2.4.2 Empirical Studies Employed Diary as a Research Tool
• 2.4.3 Processes of Data Analysis
• 2.4.4 Advantages and Limitations
• 2.5 SUMMARY
• CHAPTER THREE METHODOLOGY
• 3.1 THE CONTEXTS OF TWO SAMPLED UNIVERSITIES
• 3.1.1 Sampled University One
• 3.1.2 Sampled University Two
• 3.2 FORMULATION OF THE RESEARCH INSTRUMENT
• 3.3 BASIC INFORMATION OF THE SUBJECTS
• 3.4 DATA COLLECTION
• 3.4.1 Data Collection at SU1
• 3.4.2 Data Collection at SU2
• 3.5 DATA ANALYSIS
• 3.5.1 Extra-curricular English learning activities
• 3.5.2 Time invested into extra-curricular English learning
• 3.5.3 Purposes of extra-curricular English learning
• CHAPTER FOUR COMPARISON OF STUDENTS’EXTRA-CURRICULAR ENGLISH LEARNING PROCESS OF THE THREE GROUPS FROM SU1
• 4.1 STUDENTS’EXTRA-CURRICULAR ENGLISH LEARNING ACTIVITIES
• 4.1.1 A Brief Description of Students’Extra-curricular English Learning Activities among the Three Groups
• 4.1.2 Remembering English Words
• 4.1.3 Training of Listening Skill
• 4.1.4 Training of Speaking Skill
• 4.1.5 Training of Reading Skill
• 4.1.6 Training of Writing and Translation Skills
• 4.2 TIME INVESTED IN EXTRA-CURRICULAR ENGLISH LEARNING
• 4.3 PURPOSES OF STUDENTS’EXTRA-CURRICULAR ENGLISH LEARNING
• 4.4 SUMMARY
• CHAPTER FIVE COMPARISON OF STUDENTS’ EXTRA-CURRICULAR ENGLISH LEARNING PROCESSBETWEEN STUDENTS FOR CET-4 FROM SU1 AND SU2
• 5.1 STUDENTS’EXTRA-CURRICULAR ENGLISH LEARNING ACTIVITIES
• 5.1.1 A Brief Description of Students’Extra-curricular English Learning Activities between Students for CET-4 from SU1 and SU2
• 5.1.2 Remembering English Words
• 5.1.3 Training of Listening Skill
• 5.1.4 Training of Speaking Skill
• 5.1.5 Training of Reading Skill
• 5.1.6 Training of Writing and Translation Skills
• 5.1.7 Practicing CET Papers
• 5.1.8 Students’Individual Difference
• 5.2 TIME INVESTED IN EXTRA-CURRICULAR ENGLISH LEARNING
• 5.3 PURPOSES OF STUDENTS’EXTRA-CURRICULAR ENGLISH LEARNING
• 5.4 SUMMARY
• CHAPTER SIX DISCUSSIONS AND CONCLUSIONS
• 6.1 MAJOR FINDINGS OF THE PRESENT STUDY
• 6.2 IMPLICATIONS OF THE STUDY
• 6.3 LIMITATIONS OF THE STUDY
• 6.4 RECOMMENDATIONS FOR FURTHER STUDIES
• ACKNOWLEDGMENTS
• REFERENCES
• APPENDIX Ⅰ 学习日记记录表
• APPENDIX Ⅱ “活动”附录表
• APPENDIX Ⅲ PUBLICATIONS