独立学院的英语测试反拨效应对学习策略的影响
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摘要
大量证据表明测试会对教学产生影响(Alderson & Wall,1993),这种常见的现象被称之为“反拨效应”。在语言学的范畴内研究反拨效应是个相对较新的领域。与此相关的研究在20世纪90年代较为活跃,许多理论与实证研究在世界各地接踵而至,对后来的研究产生了深远的影响。
中国测试的历史源远流长但当时间的车轮行止当代,我们对测试学中反拨效应的研究却相对滞后了。当前社会上有不少大规模的外语考试正在对受试者产生着巨大的影响(例如高考英语考试,研究生入学英语考试,大学英语四、六级考试,专业英语四、八级考试等)。对这些考试的反拨效应进行深入细致研究,必将有效地推动我国外语教学与测试改革。然而,此类研究在中国大陆并不多见。在现存为数不多的研究中,有不少只是假定和断言,而并非实证性研究。
本文所关注的是在独立学院测试的特定背景下对反拨效应进行研究。全文共分七章。第一章是对当前研究的概述;第二章是本文的理论部分:Alderson和Wall提出的反拨效应假设理论,Hughes描述的反拨效应模式以及Prodromou对显性和隐性反拨效应的区分为全文构建了理论框架。第三章介绍了研究背景。独立学院作为一种新的办学模式,为广大学生实现其大学梦提供了更多的机会。作为一种新生的办学模式,很多方面都是仿照公办大学的模式进行办学,其弊端不言而喻。独立学院的英语测试也存在着各种各样的问题,本章通过介绍独立学院的教学状况和测试状况使读者对独立学院的现状有了更加直观的印象,从能引发对此问题的更深层次的思考。第四章对本文的实证研究进行了介绍。本文的实证研究的对象主要是武汉的两所二级学院的学生以及一所重点大学的学生,分别是武汉科技大学城市学院2006级和武汉工业学院工商管理学院的2007级,以及武汉理工大学国际教育学院2007级的学生。问卷的人数为120人男女比例为1.2:1。调查的形式以问卷为主并辅以课堂观察和课下交谈。第五章详细描述了调查结果。第六章陈述分析了调查中的发现并提出了提高正面反拨效应的策略。并且指出利用测试的反拨效应改进测试的形式以提高学习者的学习策略。第七章为结论部分。
Much evidence suggests that testing influences teaching and learning(Alderson & Wall 1993),this commonplace phenomenon is referred to as 'backwash'.Backwash study is a relatively new field in language testing.1990s witnessed many theoretical and empirical studies conducted in different areas of the world.They provide a broad vision to subsequent researchers and have profound influence on backwash study.China is well-known for its long history in testing.However,our study on backwash has been lagged behind in modern times.Nowadays there are many large-scale tests in the mainland of China,which have great influence on Chinese test takers.As far as English testing is concerned,the socialized massive examinations include:TOEFL,GRE, GMAT,BEC,IELTS,CET,TEM,matriculation examination and graduate admission examination,etc.Elaborate and in-depth study on backwash of these tests will effectively promote foreign language teaching and testing reform in China.However, few explorations have been made on back wash of these high-stakes examinations. Many existing ones are assertions and assumptions rather than empirical research.
This thesis focuses on empirical study of backwash effect within specific context of independent institutes.It consists of seven chapters.Chapter 1 is a general introduction to the present study.Chapter 2 reviews theoretical and empirical research on backwash in literature.Alderson & Wall's backwash Hypothesis,Hughes' Backwash Model and Prodromou's classification of overt and covert backwash serve as the theoretical foundation for the present study.Chapter 3 introduces the context of the present study.As a new type of form of high education,independent institutes give more opportunities for the students to fulfill their dream of going to college.New as they are, the mode of education are followed those of public universities which are sure to be unsuitable for their own characteristics.In this chapter,English teaching and testing in independent institutes are introduced,and some comments are given in this part.
Chapter 4 presents the methodology of the study.There are many reports which state that testing in independent institutes exerts an undesirable influence on English teaching and learning.Nevertheless,many documented claims are unexamined beliefs which require evidential support.
The study attempts 1)compare the learning strategy between the students in the independent institutes and the students in public university;2)examine the influence of examination on different aspects of teaching and learning proposed in Alderson & Wall's Backwash Hypothesis;3)examine the specific backwash of testing in the independent institutes;4)propose strategies for promoting positive backwash of these tests.
The subjects of the study include 80 non-major college students 40 undergraduates from grade 2006 in Urban institute of Wuhan University of Science and Technology majoring electrical and mechanical engineering consisting of 37 male and 3 female.40 students in grade 2007 from the School of Business and Management in the Wuhan University of Industry,majoring accounting in which there are 32 female and 8 male. And 36 students of grade 2007 from Wuhan University of Technology majoring business and who will go abroad after they graduate.
Chapter 5 describes the results of the investigation and chapter.Questionnaire, interview and classroom observation were taken in different period of time with different types of students.Chapter 6 discusses the findings and puts forward the strategies for promoting positive backwash.English teaching,testing and learning is an integral part in language acquisition process,in which learning should be predominant element whilst teaching and testing should be accessorial to language learning,and the three elements should be in a circle.
Chapter 7 is conclusions to summarize backwash is a very complex phenomenon. Independent institutes are always neglected because of its appearance in China only for decades.In this part,Alderson and Wall's backwash effect hypothesis is regarded theoretical base of study,in which learning,teaching,testing are regarded a integral part with influence to each other.And with survey of the development of the independent institutes,including teaching,testing and modes,some advantages and disadvantages could be easily found in them:the contradiction of the syllabus and the students' English level;the lack of teachers and large quantity of students;the validity of testing and the pass rate.All these contradictions make the students feel puzzled and disapproval which must be harmful to the development of newly born independent institutes.
中国测试的历史源远流长但当时间的车轮行止当代,我们对测试学中反拨效应的研究却相对滞后了。当前社会上有不少大规模的外语考试正在对受试者产生着巨大的影响(例如高考英语考试,研究生入学英语考试,大学英语四、六级考试,专业英语四、八级考试等)。对这些考试的反拨效应进行深入细致研究,必将有效地推动我国外语教学与测试改革。然而,此类研究在中国大陆并不多见。在现存为数不多的研究中,有不少只是假定和断言,而并非实证性研究。
本文所关注的是在独立学院测试的特定背景下对反拨效应进行研究。全文共分七章。第一章是对当前研究的概述;第二章是本文的理论部分:Alderson和Wall提出的反拨效应假设理论,Hughes描述的反拨效应模式以及Prodromou对显性和隐性反拨效应的区分为全文构建了理论框架。第三章介绍了研究背景。独立学院作为一种新的办学模式,为广大学生实现其大学梦提供了更多的机会。作为一种新生的办学模式,很多方面都是仿照公办大学的模式进行办学,其弊端不言而喻。独立学院的英语测试也存在着各种各样的问题,本章通过介绍独立学院的教学状况和测试状况使读者对独立学院的现状有了更加直观的印象,从能引发对此问题的更深层次的思考。第四章对本文的实证研究进行了介绍。本文的实证研究的对象主要是武汉的两所二级学院的学生以及一所重点大学的学生,分别是武汉科技大学城市学院2006级和武汉工业学院工商管理学院的2007级,以及武汉理工大学国际教育学院2007级的学生。问卷的人数为120人男女比例为1.2:1。调查的形式以问卷为主并辅以课堂观察和课下交谈。第五章详细描述了调查结果。第六章陈述分析了调查中的发现并提出了提高正面反拨效应的策略。并且指出利用测试的反拨效应改进测试的形式以提高学习者的学习策略。第七章为结论部分。
Much evidence suggests that testing influences teaching and learning(Alderson & Wall 1993),this commonplace phenomenon is referred to as 'backwash'.Backwash study is a relatively new field in language testing.1990s witnessed many theoretical and empirical studies conducted in different areas of the world.They provide a broad vision to subsequent researchers and have profound influence on backwash study.China is well-known for its long history in testing.However,our study on backwash has been lagged behind in modern times.Nowadays there are many large-scale tests in the mainland of China,which have great influence on Chinese test takers.As far as English testing is concerned,the socialized massive examinations include:TOEFL,GRE, GMAT,BEC,IELTS,CET,TEM,matriculation examination and graduate admission examination,etc.Elaborate and in-depth study on backwash of these tests will effectively promote foreign language teaching and testing reform in China.However, few explorations have been made on back wash of these high-stakes examinations. Many existing ones are assertions and assumptions rather than empirical research.
This thesis focuses on empirical study of backwash effect within specific context of independent institutes.It consists of seven chapters.Chapter 1 is a general introduction to the present study.Chapter 2 reviews theoretical and empirical research on backwash in literature.Alderson & Wall's backwash Hypothesis,Hughes' Backwash Model and Prodromou's classification of overt and covert backwash serve as the theoretical foundation for the present study.Chapter 3 introduces the context of the present study.As a new type of form of high education,independent institutes give more opportunities for the students to fulfill their dream of going to college.New as they are, the mode of education are followed those of public universities which are sure to be unsuitable for their own characteristics.In this chapter,English teaching and testing in independent institutes are introduced,and some comments are given in this part.
Chapter 4 presents the methodology of the study.There are many reports which state that testing in independent institutes exerts an undesirable influence on English teaching and learning.Nevertheless,many documented claims are unexamined beliefs which require evidential support.
The study attempts 1)compare the learning strategy between the students in the independent institutes and the students in public university;2)examine the influence of examination on different aspects of teaching and learning proposed in Alderson & Wall's Backwash Hypothesis;3)examine the specific backwash of testing in the independent institutes;4)propose strategies for promoting positive backwash of these tests.
The subjects of the study include 80 non-major college students 40 undergraduates from grade 2006 in Urban institute of Wuhan University of Science and Technology majoring electrical and mechanical engineering consisting of 37 male and 3 female.40 students in grade 2007 from the School of Business and Management in the Wuhan University of Industry,majoring accounting in which there are 32 female and 8 male. And 36 students of grade 2007 from Wuhan University of Technology majoring business and who will go abroad after they graduate.
Chapter 5 describes the results of the investigation and chapter.Questionnaire, interview and classroom observation were taken in different period of time with different types of students.Chapter 6 discusses the findings and puts forward the strategies for promoting positive backwash.English teaching,testing and learning is an integral part in language acquisition process,in which learning should be predominant element whilst teaching and testing should be accessorial to language learning,and the three elements should be in a circle.
Chapter 7 is conclusions to summarize backwash is a very complex phenomenon. Independent institutes are always neglected because of its appearance in China only for decades.In this part,Alderson and Wall's backwash effect hypothesis is regarded theoretical base of study,in which learning,teaching,testing are regarded a integral part with influence to each other.And with survey of the development of the independent institutes,including teaching,testing and modes,some advantages and disadvantages could be easily found in them:the contradiction of the syllabus and the students' English level;the lack of teachers and large quantity of students;the validity of testing and the pass rate.All these contradictions make the students feel puzzled and disapproval which must be harmful to the development of newly born independent institutes.
引文
[1]Alan Davis, et al.2002, Dictionary of Language testing. Cambridge University Press
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[3]Alderson, C.&D.Wall.1993.Does Washback exist? [J] Applied Linguistics 14/2:115-129.
[4] Bachman. Lyle F.1990.Fundamental Considerations in Language Testing, Oxford University Press
[5]Bachman Lyle F. and Palmer, Adrian S.1996.Language Testing in Practice, Oxford University Press
[6]Bailey, K.M.1996.Working for washback: A Review of the Washback Concept in Language testing [J].Language Testing 13/3:257-279.
[7]Brown, J. D.2000.University Entrance Examinations: Strategies for creating positive washback on English language teaching in Japan. Shiken: JALT Testing & Evaluation SIG Newsletten 3/2:4-8
[8]Buck, G1988: Testing listening comprehension in Japanese university entrance examinations. JALT Journal 10,15-42
[9]Chapman, D.., Snyder, C.., 2000. Can high stakes national testing improve instruction: reexamining conventional wisdom. International Journal of Educational Development 20, 457-474.
[10]Cheng, L.1997.How does washback influence teaching? Implications for Hong Kong [J]. Language and Education 11/1:38-54
[11]Cheng, L.,1998.Impact of a public English examination change on students' perceptions and attitudes toward their English learning. Studies in Educational Evaluation 24(3),279-301.
[12]Cheng,L.,1999.Changing assessment: washback on teacher perceptions and actions. Teaching and Teacher Education 15(1999)253-271
[13]David W. Chapman & Conrad Wesley Snyder Jr, 2000.Can high stakes national testing improve instruction: reexamining conventional wisdom. International Journal of Educational Development 20(2000)457-474
[14]Heaton,J.B.1988.Writing English Tests.Longman Group UK Limited
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[16]Keith Johnson & Helen Johnson,2001,Encyclopedic Dictionary of Applied Linguistics:A Handbook for Language Teaching,Blackwell Publishers Ltd
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[18]Mark Calderbank & Muhammad Awwad,1988.Testing oral communication:why and how? System 16/1:49-59
[19]Messick,S.1996.Validity and Washback in Language Testing[J].Language Testing 13/3:241-256.
[20]Popham,J,1987.The Merits of Measurement-driven Instruction.Phi Delta Kappa May,679-682.
[21]Prodromou,L,1995.The washback Effect:From Testing to Teaching[J].ELT 49/1:13-25.
[22]Shohamy,E.1992.Beyond Proficiency Testing:a Diagnostic Feedback Testing Model for Assessing Foreign Language Learning[J].The Modern language Journal 76,513-21
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[2]Alderson. C. & L. Hamp-Lyons.1996.TOEFL preparation courses: A study of Washback [J].Language Testing 13/3:280-297
[3]Alderson, C.&D.Wall.1993.Does Washback exist? [J] Applied Linguistics 14/2:115-129.
[4] Bachman. Lyle F.1990.Fundamental Considerations in Language Testing, Oxford University Press
[5]Bachman Lyle F. and Palmer, Adrian S.1996.Language Testing in Practice, Oxford University Press
[6]Bailey, K.M.1996.Working for washback: A Review of the Washback Concept in Language testing [J].Language Testing 13/3:257-279.
[7]Brown, J. D.2000.University Entrance Examinations: Strategies for creating positive washback on English language teaching in Japan. Shiken: JALT Testing & Evaluation SIG Newsletten 3/2:4-8
[8]Buck, G1988: Testing listening comprehension in Japanese university entrance examinations. JALT Journal 10,15-42
[9]Chapman, D.., Snyder, C.., 2000. Can high stakes national testing improve instruction: reexamining conventional wisdom. International Journal of Educational Development 20, 457-474.
[10]Cheng, L.1997.How does washback influence teaching? Implications for Hong Kong [J]. Language and Education 11/1:38-54
[11]Cheng, L.,1998.Impact of a public English examination change on students' perceptions and attitudes toward their English learning. Studies in Educational Evaluation 24(3),279-301.
[12]Cheng,L.,1999.Changing assessment: washback on teacher perceptions and actions. Teaching and Teacher Education 15(1999)253-271
[13]David W. Chapman & Conrad Wesley Snyder Jr, 2000.Can high stakes national testing improve instruction: reexamining conventional wisdom. International Journal of Educational Development 20(2000)457-474
[14]Heaton,J.B.1988.Writing English Tests.Longman Group UK Limited
[15]Hughes,A.1989.Testing for language Teachers.Cambridge University Press
[16]Keith Johnson & Helen Johnson,2001,Encyclopedic Dictionary of Applied Linguistics:A Handbook for Language Teaching,Blackwell Publishers Ltd
[17]Madaus,G.F.(1988).The influence of testing on the curriculum.In Tanner,L.N.(Ed.),Critical issues in Curriculum:Eighty-seventh Yearbook of the National Society for the Study of Education.University of Chicago Press,Chicago,pp.83-121
[18]Mark Calderbank & Muhammad Awwad,1988.Testing oral communication:why and how? System 16/1:49-59
[19]Messick,S.1996.Validity and Washback in Language Testing[J].Language Testing 13/3:241-256.
[20]Popham,J,1987.The Merits of Measurement-driven Instruction.Phi Delta Kappa May,679-682.
[21]Prodromou,L,1995.The washback Effect:From Testing to Teaching[J].ELT 49/1:13-25.
[22]Shohamy,E.1992.Beyond Proficiency Testing:a Diagnostic Feedback Testing Model for Assessing Foreign Language Learning[J].The Modern language Journal 76,513-21
[23]Shohamy,E.et al.1996.Test impact Revisited:Washback Effect over Time [J].Language Testing 13/3:298-317
[24]Stephen Andrews,John Fullilove,Yama Wong,2002,Targeting washback—a case-study,System 30(2002)207-223
[25]Thomas N.Robb & Jay Ercanbrack,1999.A Study of the effect of direct test preparation on the TOEIC scores of Japanese university students.Teaching English as a Second or Foreign Language 3/4:1-20
[26]Wall,D.2000.The impact of high-stakes testing on teaching and learning:Can this be predicted or controlled? System 28,499-509.
[27]Wall,D.,Alderson,J.C.,1993.Examining washback:The Sri Lankan Impact Study.Language Testing 10(1),41-69.
[28]陈志学.英语语言测试与影响测试价值因素刍议[J].无锡教育学院学报,2003,(04).
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