从学生和教师的角度调查改革后的CET4和CET6对大学英语教学的反拨效应的异同

论文摘要

反拨效应是指测试对教师的教和学生的学产生的影响。大学英语四、六级考试(CET)的目的在于准确衡量我国在校大学生的英语综合应用能力,为实现大学英语课程教学目标发挥积极作用。2005年以来,该考试进行了重大改革且这些改革措施于2007年全面实施。大学生是CET的直接参与者和受影响者,而教师是教学要求的执行者,是学生学习的引导者。因此,从学生和教师的角度研究CET的反拨效应意义重大。CET4和CET6属于同一考试的不同级别考试,其对大学英语教与学的反拨效应有何异同?由于罕有对比CET4和CET6的反拨效应的研究,所以,本研究对比分析改革后的CET4和CET6对大学英语教与学的反拨效应的异同具有重大意义。本研究是国家社会科学基金项目“大学英语四、六级考试反拨效应历时研究”(07BYY030)的一部分,拟从学生和教师的角度调查改革后的CET4和CET6对大学英语教学的反拨效应的异同,以期回答:1)在学生看来,改革后的CET4和CET6对他们大学英语学习的反拨效应有何异同?2)在教师看来,改革后的CET4和CET6对他们大学英语教学的反拨效应有何异同?本文主要采用问卷调查的方式,在学生部分有对学生进行访谈。本文的研究对象涉及重庆市四所高校的240名大学生和某一四六级阅卷点的来自28所高校的197名大学英语教师。本文的主要研究是:总的来说,学生和教师都认为CET4和CET6改革对他们大学英语教与学的反拨效应有同有异。“同”主要表现在这两种级别的考试改革都对他们的大学英语教与学产生了影响,且正面影响远远大于负面影响。“异”主要表现在改革后的CET4的影响远远大于CET6。具体而言,从学生角度来讲,就学生对改革后的CET4和CET6的质量而言,学生普遍认为:其测量准确程度都一般;CET4难度适中,CET6偏难;各部分分值分配的合理性都一般;各部分时间分配普遍比较短,CET6相对更短。学生对CET4改革的了解程度一般,对CET6不是很了解;学生比较赞同CET4改革,对CET6改革持无所谓态度;学生普遍认为CET4和CET6改革对他们大学英语学习产生了影响,且正面影响大于负面影响,CET4改革的影响更大、更正面;学生及其所在院校都很重视CET4和CET6,更重视CET4。从教师角度来讲,就教师对改革后的CET4和CET6的质量而言,教师普遍认为:其都能准确测量学生的英语能力;都有一定难度,且CET6难度更大;各部分分值分配都很合理,且CET4更合理;各部分的时间分配都很合理。教师都比较了解CET4和CET6改革,特别是CET4改革;教师对这两种级别的考试改革均持赞同的态度,且更赞同CET6改革;教师指出CET4和CET6改革均对他们大学英语教学产生了影响,且正面影响大于负面影响,CET4改革的影响更大、更正面;教师及其所在院校都很重视CET4和CET6,更重视CET4。基于以上结论,本研究为CET改革及大学英语教学提供了一些参考性启示与建议。

论文目录

• 中文摘要
• ABSTRACT
• CHAPTER ONE INTRODUCTION
• 1.1 RATIONALE OF THE STUDY
• 1.2 SIGNIFICANCE OF THE STUDY
• 1.3 RESEARCH QUESTIONS
• 1.4 ORGANIZATION OF THE THESIS
• CHAPTER TWO LITERATURE REVIEW
• 2.1 THE CONCEPT OF WASHBACK
• 2.2 THE NATURE OF WASHBACK
• 2.2.1 Positive and negative washback
• 2.2.2 Overt and covert washback
• 2.3 THE THEORETICAL FRAMEWORK OF WASHBACK
• 2.3.1 The washback hypotheses
• 2.3.2 Hughes’ “PPP” basic model of washback
• 2.3.3 Gu Xiangdong’s “PPPP” basic model of washback
• 2.3.4 Other models
• 2.4 EMPIRICAL STUDIES OF WASHBACK
• 2.4.1 Empirical washback studies at abroad
• 2.4.2 Empirical washback studies at home
• 2.5 SUMMARY
• CHAPTER THREE RESEARCH METHODOLOGY
• 3.1 OBJECTIVE OF THE STUDY
• 3.2 RESEARCH DESIGN
• 3.3 QUESTIONNAIRE SURVEY
• 3.3.1 Sources
• 3.3.2 Content and structure
• 3.4 INTERVIEW
• 3.5 PARTICIPANTS
• 3.6 DATA COLLECTION
• 3.7 DATA ANALYSIS
• CHAPTER FOUR FINDINGS AND DISCUSSIONS FROM STUDENTS’PERSPECTIVE
• 4.1 STUDENTS’ PERCEPTIONS OF THE QUALITY OF THE INNOVATED CET4 AND CET6
• 4.1.1 Students’ perceptions of the degree to which the innovated CET4 and CET6 measure their proficiency
• 4.1.2 Students’ perceptions of the difficulty of the innovated CET4 and CET6
• 4.1.3 Students’ perceptions of the score allotment of the innovated CET4 and CET6
• 4.1.4 Students’ perceptions of the time allotment of the innovated CET4 and CET6
• 4.2 STUDENTS’ FAMILIARITY WITH THE CET4 INNOVATION AND CET6 INNOVATION
• 4.3 STUDENTS’ ATTITUDES TOWARDS THE CET4 INNOVATION AND CET6 INNOVATION
• 4.4 WASHBACK OF THE INNOVATED CET4 AND CET6 ON STUDENTS’ CE LEARNING
• 4.4.1 Washback of the innovated CET4 and CET6 on students’ CE learning
• 4.4.2 Washback of the innovated CET4 and CET6 on students’ various aspects of CE learning
• 4.5 IMPORTANCE OF CET4 AND CET6
• 4.5.1 Importance of CET4 and CET6 from students’ perspective
• 4.5.2 Importance of CET4 and CET6 from schools’ perspective
• 4.6 SUMMARY
• CHAPTER FIVE FINDINGS AND DISCUSSIONS FROM TEACHERS’ PERSPECTIVE
• 5.1 TEACHERS’ PERCEPTIONS OF THE QUALITY OF THE INNOVATED CET4 AND CET6
• 5.1.1 Teachers’ perceptions of the degree to which the innovated CET4 and CET6 measure students’ proficiency
• 5.1.2 Teachers’ perceptions of the difficulty of the innovated CET4 and CET6
• 5.1.3 Teachers’ perceptions of the score allotment of the innovated CET4 and CET6
• 5.1.4 Teachers’ perceptions of the time allotment of the innovated CET4 and CET6
• 5.2 TEACHERS’ FAMILIARITY WITH THE CET4 INNOVATION AND CET6 INNOVATION
• 5.3 TEACHERS’ ATTITUDES TOWARDS THE CET4 INNOVATION AND CET6 INNOVATION
• 5.4 WASHBACK OF THE INNOVATED CET4 AND CET6 ON TEACHERS’ CE TEACHING
• 5.4.1 Washback of the innovated CET 4 and CET6 on teachers’ CE teaching
• 5.4.2 Washback of the innovated CET4 and CET6 on teachers’ various aspects of CE teaching
• 5.5 IMPORTANCE OF CET4 AND CET6
• 5.5.1 Importance of CET4 and CET6 from teachers’ perspective
• 5.5.2 Importance of CET4 and CET6 from schools’ perspective
• 5.6 SUMMARY
• CHAPTER SIX CONCLUSIONS
• 6.1 SUMMARY OF THE MAJOR FINDINGS
• 6.2 IMPLICATIONS OF THE STUDY
• 6.3 LIMITATIONS OF THE STUDY
• 6.4 RECOMMENDATIONS FOR FURTHER STUDY
• ACKNOWLEDGEMENTS
• REFERENCES
• APPENDICES Ⅰ: QUESTIONNAIRES
• APPENDIX Ⅱ: PUBLICATIONS