摘要
本研究通过学习日志的方法探究备考四级、六级和已过六级3个学生群体课外英语学习的活动类型、投入时间及目的,考察2005年改革后的CET对学生课外英语学习过程的反拨效应。研究发现:备考四级和六级的学生在单词识记和五项基本技能训练方面的频率均高于已过六级的学生,而3个群体在单词识记、阅读和听力技能训练方面的频率均高于写作和翻译技能训练。研究结果表明:CET改革在一定程度上对学生课外英语学习过程产生了积极但短暂的反拨效应;考试的分值分配、题型设计和技能提高的难度是影响学生课外学习的主要因素;另外,学生的英语水平、考试经历、对考试重要性的认识以及考试难度、课程设置、教材、师资水平等也是引起反拨效应差异的因素。
In order to investigate the washback of the innovated CET since 2005 on students' extra-curricular English learning processes,this study examined the after class English learning activities,time investment and purpose of English learning of three groups of college students( i. e.,those who were preparing for CET-4 and CET-6respectively and those who had passed CET-6) based on their learning diaries. Research findings reveal that both groups preparing for CET-4 and CET-6 memorized English words and practiced their five basic skills more frequently than the group which had already passed CET-6. This indicates that CET produced positive but short-term washback on students' extra-curricular English learning. Across three groups,the frequencies of memorizing English words and practicing reading and listening skills were consistently higher than those of practicing writing and translation skills,which indicates that weighting of test components,test task types and the degree of difficulty in improving certain skills were the major factors influencing students' extra-curricular learning. In addition,students' English proficiency,test experience,perceptions of test importance,test difficulty,curriculum design,textbook and teacher quality also caused washback variability.
出处
《解放军外国语学院学报》
CSSCI
北大核心
2014年第5期32-39,159,共8页
Journal of PLA University of Foreign Languages
基金
国家社会科学基金重点项目"基于证据的四六级
雅思
托福考试效度对比研究"(14AYY010)
