【作者】 王蕾；

【导师】 苏艳；

【作者基本信息】 华中师范大学 ， 学科教学·英语（专业学位）， 2020， 硕士

【摘要】 反拨作用,即在语言课堂教学中,教师和学生所受到的来自语言测试的积极或消极影响。自20世纪90年代起,语言测试对教学的反拨作用受到英语测试行业和教育行业的持续关注,理论和实证研究得到快速发展,使得外语测试和教学的改革和发展得到极大地促进。高考英语测试作为我国一项大规模、高风险的选拔性测试,无疑对高中英语教学的反拨作用是深远的。国内学者对语言测试反拨作用的研究主要集中在大规模、专业性强的大学英语四级、六级,专业英语四级、八级上,针对英语高考反拨作用的实证研究不少,但是高考英语阅读测试反拨作用的研究就不多。而阅读一直在高考英语试卷中内容丰富,篇幅最长,分值最高,这也就奠定阅读教学在高中英语教学中的重要性。鉴于此,本研究探索高考英语阅读测试对英语阅读教学的反拨作用,拟研究以下三个问题:1、高考英语阅读测试对高中英语教师的阅读教学产生怎样的反拨作用?2、高考英语阅读测试对高中学生的阅读学习产生怎样的反拨作用?3、如何采取措施来促进积极反拨作用和规避消极反拨作用?在研究过程中,笔者以Alderson&Wall的反拨作用假设、Hughes的“PPP”反拨作用模式以及Prodromou的显性—隐性反拨作用为理论依据,结合高考英语全国I卷阅读测试的特点,通过问卷调查、课堂观察和访谈等方法对湖北省襄阳市第二十四中学高一年级的20名英语教师和527名学生进行调查研究。研究结果表明,高考阅读测试对教师的阅读以及学生的阅读学习既有一些积极反拨作用也有一些消极反拨作用,而且因人而异。在教学目的、教学内容、教学方法、教学态度以及学生的阅读学习目的、学习内容、学习方法、学习态度等方面的反拨作用较为显著。其中积极的影响在于激发教师的教学积极性和学生阅读学习的热情,而且教师在日常阅读教学中,不再不管不顾地只重视单词、语法等,更多地关注语篇,注重培养学生对英语信息的抓取、处理内化以及解决问题,并最终发展学生的思维品质、形成文化交际,拓宽视野;消极影响在于题目类型固定,缺少主观题,助长“应试”选择题的风气,一定程度上限制了学生英语语言能力的提升。基于以上研究结果,笔者提出对高考阅读测试命制和阅读教学提出一些建议,希望提高学生阅读能力的同时,获得更好的教学、学习成果。更多还原

【Abstract】 Wash-back effect refers to the positive or negative influence on teachers’ teaching and students’ learning during the teaching process caused by the language tests.Since 1990s,the wash-back effect has claimed increasing attention from the English testing department and education industry.More and more learners at home and abroad have been doing research on it mainly from its theoretical and empirical aspects,contributing to the development and improvement of the reform of English testing and teaching.There is no doubt that the National Matriculation English Test(NMET)has vital impact on senior high schools’ English teaching and learning.However,researches into the wash-back effect of language testing in China are mainly centered on the CET4/6 and TEM4/8,and the wash-back effect of the NMET is insufficient,let alone NMET reading comprehension’s wash-back effect.Reading comprehension has always been playing a significant role in the NMET with its abundant content of considerable length and scores,which helps to lay the solid foundation of comprehension in the teaching and learning procedures.Because of this kind of situation,the study aims to investigate these questions:first,what effect does NMET reading test have on the teachers’ reading teaching in senior secondary schools?Second,what effect does NMET reading test have on the students’reading learning in senior secondary schools?Third,what measures can be taken to promote the positive effect and avoid the negative effect?During the study process,based on the theories from Alderson&Wall’s wash-back Hypotheses,Hughes’ PPP wash-back model,Prodromou’s Overt-Covert wash-back and the characteristics of the NMET reading test,this thesis analyses NMET reading comprehension’s wash-back effect on English reading teaching and learning in senior high school by means of questionnaire,classroom observation and interview,with the 20 English teachers and 527 students from the Grade One of Xiang Yang No.24 Middle School as an example.In addition,the research results show that NMET reading test has both positive and negative wash-back effects on reading teaching and learning goals,content,methods and attitude,which also differs from person to person.The positive effect lies in facilitating teachers’teaching and students’ learning passion.The author also finds out that the teachers focus more on the passage than the words and grammar in their daily reading teaching.What’s more,they constantly develop the students’ abilities to gain and deal with information in order to analyze and solve problems in English to help students broaden their horizons,improve their thinking quality and make cultural communication.However,the negative effect lies in the only-one-kind multiple choice and lack of subjective testing item,which result in the over-whelming phenomenon of "reading teaching and learning to test" way of the multiple choices and limit the improvement of students’ integrated ability to use English in a way.As the research results mentioned above,the author puts forward some advice on NMET reading test design and reading teaching and learning,desiring to promote students’ reading abilities and gain better teaching and learning results.更多还原