【作者】 王永；

【导师】 王彩琴；

【作者基本信息】 河南师范大学 ， 外国语言学及应用语言学， 2011， 硕士

【摘要】 作为应用语言学领域的一个重要研究课题,测试的反拨效应指的是测试对教和学产生的影响,包括正面的影响和负面的影响。近年来,国内外许多专家和学者对这一课题进行了大量的理论层面和实证层面的研究。这些研究既深化了人们对测试反拨效应的了解,丰富了语言测试理论,又在一定程度上促进了测试改革和教学改革。自2004年起我国普通高中陆续进入新课程改革以来,越来越多的省市在其自主命制的英语高考试题的阅读理解部分采用了“任务型阅读”这一题型(安徽省从2009年开始采用该题型)。“任务型阅读”出现后受到了广泛关注,高中英语教师、英语教研员和高考命题研究者出于不同目的、从不同角度对该题型进行了认真的研究。然而,这一题型对高中英语阅读教学是否产生了影响、以及产生了怎样的影响?针对这一问题的研究目前还很少。本研究以安徽省为例,针对“任务型阅读”题对高中英语阅读教学的反拨作用进行了实证研究。本研究主要围绕以下问题展开:“任务型阅读”题被运用于高考英语中的原因是什么?“任务型阅读”题对高中英语阅读教学有影响吗?如果有,具体体现在哪些方面,性质、程度又如何?如果没有,其主要原因是什么?本研究采用定性和定量相结合的研究方法,以在国内、外相关研究中广为采用的问卷调查、课堂观察和访谈为研究工具,研究对象是高中英语教研员、高中英语教师和高一至高三学生,这些对象的选择采用整群随机抽样法。问卷的定量部分的数据采用计算机统计,研究者对通过开放式问题、课堂观察和访谈得来的数据进行归类整理和语言转换。本研究的主要发现如下:1、“任务型阅读”题被引进高考英语是因为其具有传统多项选择式阅读题不具备的诸多优势,能够更为全面、客观、准确地检测学生的阅读能力,且对高中英语阅读教学有较大的启发作用,体现了英语新课标中相关规定的精神。2、“任务型阅读”题对大多数教师的英语阅读教学理念产生了较大程度的积极影响,对部分教师的英语阅读教学内容、教学方法产生了不同程度的积极影响,而对大多数英语教师教学材料的选择和焦虑程度的影响很小。3、“任务型阅读”题对大多数高中学生的阅读学习理念产生较大程度的积极影响,对部分学生的课堂学习内容、学习方法产生了不同程度的积极影响,但对大多数学生学习材料的选择、课外阅读学习的内容和方法影响很小,而且对高一学生焦虑程度的影响大于对高二、高三学生焦虑程度的影响。4、“任务型阅读”题对高中英语阅读教学也产生了负面影响,造成了一定程度的“为考而教”、“为考而学”现象。此外,本研究还发现:教师在测试对教学发挥反拨作用的过程中扮演着重要的角色,测试对学生产生的影响离不开教师这个媒介;在考试改革和教学改革之间不存在一一对应的关系,考试改革要和其它因素共同作用才能实现教学改革。同时,本研究还给高考政策制定者和高中英语教师和高中生分别提出建议。本文共有五章。第一章介绍了本研究的背景、意义和本论文的整体结构;第二章综述了反拨效应的定义、性质、促进正面反拨效应的建议及国内外有代表性的反拨效应研究;第三章描述了本研究的设计,包括研究问题、研究对象、研究方法及数据收集过程;第四章分析和讨论了通过不同研究方法得来的数据;第五章为研究结论,包括主要发现、对教学的启发及研究局限。更多还原

【Abstract】 As an important research area in the field of applied linguistics, washback refers to the influence of testing on teaching and learning, including positive influence and negative influence. In recent years, many scholars and experts both at home and abroad have conducted a large number of studies on washback, either theoretically or empirically, which deepen the understanding of washback, enrich language testing theories and promote testing and teaching innovations.Since the beginning of the senior high school curriculum reform in 2004, an increasing number of provinces have adopted TBR in their NMET besides MCR (multiple-choice reading). Anhui began to introduce TBR in 2009. Since the day TBR appeared in NMET, many senior high school English teachers and NMET researchers have conducted studies about it for their respective purposes and from different perspectives.However, whether and how TBR has influenced the teaching and learning of senior high school English reading? So far, sufficient attention has not been given to this issue. This study, taking Anhui as an example, empirically investigates the washback of TBR on the teaching and learning of senior high school English reading.The present study concentrates on the washback of TBR on the teaching and learning of senior high school English reading in Anhui and focuses on the following questions:1) Why has TBR been introduced into NMET ?2) Does TBR have influence on the teaching and learning of senior high school English reading? If yes, in what aspects, to what degrees and what is the nature? If not, what are the main causes?The investigation employs qualitative and quantitative research methods and adopts three of the most popular research methods in relevant studies, namely questionnaires, interviews and classroom observation to collect data from English inspectors, senior high school English teachers and students. The quantitative data are analyzed via a computer and the present researcher sorts out and transfers the data collected through the open-ended questions, classroom observation and interviews.The major findings of the present study are as follows: Firstly, TBR is introduced into NMET because of its advantages over the traditional MCR, its implications for the teaching and learning of senior high school English reading and its embodiment of the specifications of the NSHSEC. Secondly, TBR has great positive influence on most teachers’teaching beliefs and exerts positive influence on some teachers’teaching content as well as their teaching methods to different degrees, but it exerts very little influence on most teachers’selection of teaching materials and their anxiety level. Thirdly, TBR has great beneficial influence on most students’learning beliefs and positively influences some students’in-class learning content as well as their in-class learning methods to different degrees, but it exerts very little influence on most students’after-class selection of learning materials, after-class learning content and their after-class learning methods; it causes more anxiety to SeniorⅠstudents than SeniorⅡandⅢstudents. Fourthly, TBR exerts negative influence on the teaching and learning of senior high school English reading in that it gives rise to, to some extent, the phenomena of“teaching to the test”and“learning to the test”.The present study also finds that teachers play an important role in the generation of washback and serve as an indispensable media via which testing influences teaching and learning. Besides, there is no one-to-one relationship between test innovation and teaching innovation and it is test innovation and other factors that jointly promote teaching innovation.At the end of the thesis, the present researcher also puts forward some suggestions for NMET policymakers as well as senior high school English teachers and students.This thesis consists of five chapters. Chapter 1, the introduction, illustrates the background, purposes and significance of the present study. Chapter 2 deals with the literature review of the study. Chapter 3 concentrates on the research design, including research questions, participants, research methods and data collection procedure. Chapter 4 analyzes and discusses the collected data in detail. Chapter Five concludes the whole research.更多还原