高考英语测试对高中英语教学的反拨作用研究
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摘要
英语测试是英语教学过程中的一个重要组成部分,并对英语教学产生影响,这通常被称为语言教学中的“反拨效应”。近年来,国内外对反拨效应尤其是对大规模高厉害关系测试的反拨效应进行了大量的研究。这些研究加深了人们对测试反拨效应的认识,在一定程度上促进了测试和教学改革。然而到目前为止,对于“反拨效应”所进行的实证研究仍显不足,尤其是国内对于全国高考英语测试(NMET)的实证研究就更少了。因此,教育部于2003年制定并颁布了新的“普通高中英语课程标准(实验稿)”,提出了英语学习的评价标准及其原则,目的是为了对高中英语教与学施加积极影响。
本研究旨在新课程标准背景下,结合我国高中英语教学实践,对高考英语测试的反拨效应进行调查研究。并根据研究结果提出产生高考英语测试正面反拨效应的途径,以期为促进高中英语教学和考试改革提供一定的有用依据。本研究采用定性和定量相结合的研究方法,以问卷调查、课堂观察和师生访谈等方式为研究工具,研究对象主要是来自不同市、县、区的133名高中英语教师、476名高三学生和省内8名英语教研员。
研究结果表明,高考英语测试对高中(尤其高三)英语教与学既有正面的也有负面的反拨作用。正面反拨作用主要表现在:促进英语高考改革;促进英语教学;学生的英语综合能力得到提高。负面反拨作用主要有:增加了教师的心理压力、加重了教师的教学负担;加重了学生的学习负担,易使学生产生厌学情绪。
基于调查结果,本研究提出了一些建议,旨在充分发挥高考英语测试的正面反拨作用,抑制其对高中英语教学的负面反拨作用。例如,进一步改革高考试题命制、更多地采用诸如口试和翻译之类的技能产出性题型;改变高考的高校唯一选拔途径、正确使用高考分数并规劝教育行政不再过于看重高考结果;进一步提升教师的英语素养。最后对本研究的局限性和今后的继续研究提出了一些看法。
English testing is an important constituent in the process of English teaching and learning. It exerts influence on English teaching and learning, which is commonly described as "backwash" in language instruction. A large number of studies have been carried out abroad and in China on the backwash effects of language testing, especially of high-stake testing. These studies have deepened people's understanding of this phenomenon and to some extent promoted the reform of language testing and teaching. So far, however, the studies on backwash effects are still limited, particularly domestic studies on the National Matriculation English Test. Therefore, in 2003, the Ministry of Education enacted and promulgated the new Regular Senior English Curriculum Standard, which put forward the assessing criteria and principles of English learning. It aims to exert a positive impact on teaching and learning in senior high schools.
The purpose of this study is to investigate the backwash effects of the NMET in the context of the new curriculum standard, combining China's senior high school English teaching with learning practice. And it also aims to find out the ways of exerting positive backwash effects of the NMET, in the hope of providing useful references for the promotion of senior English teaching and for the advancement of testing innovation. This study employs qualitative and quantitative research methods. The research instruments are questionnaires, classroom observations and interviews. All the data are collected from 133 teachers, 476 students and 8 English inspectors.
The results of the study show that the NMET has great backwash effects on senior English teaching and learning, especially on that of Senior III. The positive backwash effects are: promoting reforms of the NMET; improving teachers' English teaching and students' English learning; enhancing students' integrative capabilities, etc. The negative backwash effects lie in: adding a burden to teachers' teaching; increasing teachers' psychological pressure; adding a burden to students' studying; making students weary of English studying.
Based on the findings of this study, some suggestions are put forward on how to promote the beneficial backwash effects of the NMET and hinder the negative ones. For example, further innovating the NMET test design and taking in more productive skills like spoken test and translation; changing the single means of the NMET selecting students for universities, using students' NMET scores correctly and discouraging the administrators to rely the NMET results too heavily; further training the teachers to be more competent in English. Finally, the limitations of this study are pointed out and some suggestions of the further research are offered as well.
本研究旨在新课程标准背景下,结合我国高中英语教学实践,对高考英语测试的反拨效应进行调查研究。并根据研究结果提出产生高考英语测试正面反拨效应的途径,以期为促进高中英语教学和考试改革提供一定的有用依据。本研究采用定性和定量相结合的研究方法,以问卷调查、课堂观察和师生访谈等方式为研究工具,研究对象主要是来自不同市、县、区的133名高中英语教师、476名高三学生和省内8名英语教研员。
研究结果表明,高考英语测试对高中(尤其高三)英语教与学既有正面的也有负面的反拨作用。正面反拨作用主要表现在:促进英语高考改革;促进英语教学;学生的英语综合能力得到提高。负面反拨作用主要有:增加了教师的心理压力、加重了教师的教学负担;加重了学生的学习负担,易使学生产生厌学情绪。
基于调查结果,本研究提出了一些建议,旨在充分发挥高考英语测试的正面反拨作用,抑制其对高中英语教学的负面反拨作用。例如,进一步改革高考试题命制、更多地采用诸如口试和翻译之类的技能产出性题型;改变高考的高校唯一选拔途径、正确使用高考分数并规劝教育行政不再过于看重高考结果;进一步提升教师的英语素养。最后对本研究的局限性和今后的继续研究提出了一些看法。
English testing is an important constituent in the process of English teaching and learning. It exerts influence on English teaching and learning, which is commonly described as "backwash" in language instruction. A large number of studies have been carried out abroad and in China on the backwash effects of language testing, especially of high-stake testing. These studies have deepened people's understanding of this phenomenon and to some extent promoted the reform of language testing and teaching. So far, however, the studies on backwash effects are still limited, particularly domestic studies on the National Matriculation English Test. Therefore, in 2003, the Ministry of Education enacted and promulgated the new Regular Senior English Curriculum Standard, which put forward the assessing criteria and principles of English learning. It aims to exert a positive impact on teaching and learning in senior high schools.
The purpose of this study is to investigate the backwash effects of the NMET in the context of the new curriculum standard, combining China's senior high school English teaching with learning practice. And it also aims to find out the ways of exerting positive backwash effects of the NMET, in the hope of providing useful references for the promotion of senior English teaching and for the advancement of testing innovation. This study employs qualitative and quantitative research methods. The research instruments are questionnaires, classroom observations and interviews. All the data are collected from 133 teachers, 476 students and 8 English inspectors.
The results of the study show that the NMET has great backwash effects on senior English teaching and learning, especially on that of Senior III. The positive backwash effects are: promoting reforms of the NMET; improving teachers' English teaching and students' English learning; enhancing students' integrative capabilities, etc. The negative backwash effects lie in: adding a burden to teachers' teaching; increasing teachers' psychological pressure; adding a burden to students' studying; making students weary of English studying.
Based on the findings of this study, some suggestions are put forward on how to promote the beneficial backwash effects of the NMET and hinder the negative ones. For example, further innovating the NMET test design and taking in more productive skills like spoken test and translation; changing the single means of the NMET selecting students for universities, using students' NMET scores correctly and discouraging the administrators to rely the NMET results too heavily; further training the teachers to be more competent in English. Finally, the limitations of this study are pointed out and some suggestions of the further research are offered as well.
引文
Alderson, J. C. & D.Wall. Does Backwash Exist? [J]. Applied Linguistics, 1993, 14(2): 115-129.
Alderson, J.C., Clapham, C. and Wll, D.: Language Test Construction and Evaluation, Cambridge: Cambridge University Press, 1995.
Alderson, J. C. & L. Hamp-Lyons. TOEFL Preparation Courses: A Study of Backwash [J]. Language Testing, 1996, 13(3): 280-297.
Bachman, L.F. Fundamental Considerations in Language Testing [M].Oxford: Oxford University Press, 1990.
Bachman, L.F. & A. S. Palmer. Language Testing in Practice [M].Oxford: Oxford University Press, 1996.
Bailey, K. M. Working for Backwash: A Review of the Backwash Concept in Language Testing [J]. Language Testing, 1996, 13(3): 257-279.
Bernard, Spolsky. Measured Words [M]. Oxford: Oxford University Press, 1995.
Carroll. D.W. Language Testing [M]. Beijing: Foreign Language Teaching and Research Press, 1968.
Cheng, L. How does Backwash Influence Teaching? [J]. Language and Education, 1997, 11(1): 38-54.
Cheng, L. Impact of a Public English Examination Change on Students' Perceptions and Attitudes toward Their English Learning [J]. Studies in Educational Evaluation, 1998, 24 (3): 179-301.
Cheng, L. Changing Assessment: Backwash on Teacher Perspective and Actions [J]. Teaching and Teacher Education, 1999, 15:253-271.
Chen, Lih-Mei. Backwash of a Public Examination: Impact of the Basic Competency Test on Taiwan Junior High School English Teaching. [D]. The Ohio State University, 2002.
Gao, L. & D.A. Watkins. Identifying and Assessing the Conceptions of Teaching of Secondary School Physics Teachers in China [J]. British Journal of Educational Psychology, 2001, 71(3), 443-469.
Gu, X. Positive or Negative? An Empirical Study of CET Backwash on College English Teaching and Learning in China [D]. Shanghai Jiaotong University, 2004:214.
Hamp-Lyons, L. Backwash, Impact and Validity: Ethical Concerns [J]. Language Testing 1997, 14 (3):295-303.
Heaton, J.B. Writing English Language Tests [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Henning, G.: A Guide to Language Testing, Cambridge, Massachusetts: Longman, 1987.
Hughes, A. Testing for Language Teachers [M]. Cambridge: Cambridge University Press, 1989.
Hughes, Arthur. Testing for Language Teachers [M]. Beijing: Foreign Language Teaching and Research, 2000.
Li, X. How Powerful Can a Language Test Be? The MET in China [J]. Journal of Multilingual and Multicultural Development, 1990, 11(5): 393-404.
Madaus, G. F. The Influence of Testing on the Curriculum [M]. Chicago: Chicago University Press, 1988.
Messick,S.Educational Measurement[M].New York:Macmillan,1989.
Messick,Samuel.Validity and Backwash in Language Testing[J].Language Testing,1996(13):241-256.
Popham,W.J.Classroom Assessment:What Teachers Need to Know [M].New York:Pearson Education,Inc,2002.
Shohamy,E.Beyond Proficiency Testing:A Diagnostic Feedback Testing Model for Assessing Foreign Language Learning[J].The Modern Language Journal,1992,76:513-531.
Shohamy,E.et al.Test Impact Revisited:Backwash Effect over Time[J].Language Testing,1996,13(3):298-317.
Wall,D.& J.C.Alderson.Examining Backwash[J].Language Testing,1993,10:41-49.
Wall,D.Introducing New Tests into Traditional Systems:Insights from General Education and from Innovation Theory[J].Language Testing,1993,13(3) 334-354.
Wall,D.Impact and Backwash in Language Testing Language Testing and Assessment[M].Dordrecht:Kluwer Academic Publishers,1997.
Watanabe,Y.Investigating Backwash in Japanese EFL Classrooms:Problems Methodology[J].Australian Review of Applied Linguistics,1996,Series S:208-239.
陈琳等.普通高中英语课程标准(实验)解读[M].南京:江苏教育出版社,2004.
高凌飚.关于高考改革的一些看法[J].全球教育展望,2003,32(9):49-52.
黄大勇、杨炳钧.语言测试反拨效应研究概述[J].外语教学与研究,2002(4).
教育部.普通高中英语课程标准(实验稿)[M].北京:人民教育出版社,2003.
金艳.大学英语四、六级考试口语考试对教学的反拨作用[J].外语界,2002(4).
李筱菊.语言测试科学与艺术[M].长沙:湖南教育出版社,1997.
刘润清、韩宝成.语言测试和它的方法(修订版)[M].北京:外语教学与研究出版社,2001.
罗少茜.英语课堂教学形成性评价研究[M].北京:外语教学与研究出版社,2003.
亓鲁霞.意愿与现实:中国高等院校统一招生英语考试的反拨作用研究[M].北京:外语教学与研究出版社,2004.
亓鲁霞.NMET的反拨作用[J],外语教学与研究,2004(5).
束定芳.外语教学改革:问题与对策[M].上海:上海外语教育出版社,2004.
唐雄英.语言测试的后效研究[J].外语与外语教学,2005(7).
文秋芳.英语口语测试与教学[M].上海:上海外语教育出版社,1999.
武尊民.英语测试的理论与实践[M].北京:外语教学和研究出版社,2002.
杨炳钧.语言测试反拨效应研究概述[J].外语教学与研究,2002(4).
张宝均.对语言教学反作用于教学的再认识[J].语言教学与研究.1998(2).
邹申.英语语言测试 理论与操作[M].上海:上海外语教育出版社,1998.
Alderson, J.C., Clapham, C. and Wll, D.: Language Test Construction and Evaluation, Cambridge: Cambridge University Press, 1995.
Alderson, J. C. & L. Hamp-Lyons. TOEFL Preparation Courses: A Study of Backwash [J]. Language Testing, 1996, 13(3): 280-297.
Bachman, L.F. Fundamental Considerations in Language Testing [M].Oxford: Oxford University Press, 1990.
Bachman, L.F. & A. S. Palmer. Language Testing in Practice [M].Oxford: Oxford University Press, 1996.
Bailey, K. M. Working for Backwash: A Review of the Backwash Concept in Language Testing [J]. Language Testing, 1996, 13(3): 257-279.
Bernard, Spolsky. Measured Words [M]. Oxford: Oxford University Press, 1995.
Carroll. D.W. Language Testing [M]. Beijing: Foreign Language Teaching and Research Press, 1968.
Cheng, L. How does Backwash Influence Teaching? [J]. Language and Education, 1997, 11(1): 38-54.
Cheng, L. Impact of a Public English Examination Change on Students' Perceptions and Attitudes toward Their English Learning [J]. Studies in Educational Evaluation, 1998, 24 (3): 179-301.
Cheng, L. Changing Assessment: Backwash on Teacher Perspective and Actions [J]. Teaching and Teacher Education, 1999, 15:253-271.
Chen, Lih-Mei. Backwash of a Public Examination: Impact of the Basic Competency Test on Taiwan Junior High School English Teaching. [D]. The Ohio State University, 2002.
Gao, L. & D.A. Watkins. Identifying and Assessing the Conceptions of Teaching of Secondary School Physics Teachers in China [J]. British Journal of Educational Psychology, 2001, 71(3), 443-469.
Gu, X. Positive or Negative? An Empirical Study of CET Backwash on College English Teaching and Learning in China [D]. Shanghai Jiaotong University, 2004:214.
Hamp-Lyons, L. Backwash, Impact and Validity: Ethical Concerns [J]. Language Testing 1997, 14 (3):295-303.
Heaton, J.B. Writing English Language Tests [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Henning, G.: A Guide to Language Testing, Cambridge, Massachusetts: Longman, 1987.
Hughes, A. Testing for Language Teachers [M]. Cambridge: Cambridge University Press, 1989.
Hughes, Arthur. Testing for Language Teachers [M]. Beijing: Foreign Language Teaching and Research, 2000.
Li, X. How Powerful Can a Language Test Be? The MET in China [J]. Journal of Multilingual and Multicultural Development, 1990, 11(5): 393-404.
Madaus, G. F. The Influence of Testing on the Curriculum [M]. Chicago: Chicago University Press, 1988.
Messick,S.Educational Measurement[M].New York:Macmillan,1989.
Messick,Samuel.Validity and Backwash in Language Testing[J].Language Testing,1996(13):241-256.
Popham,W.J.Classroom Assessment:What Teachers Need to Know [M].New York:Pearson Education,Inc,2002.
Shohamy,E.Beyond Proficiency Testing:A Diagnostic Feedback Testing Model for Assessing Foreign Language Learning[J].The Modern Language Journal,1992,76:513-531.
Shohamy,E.et al.Test Impact Revisited:Backwash Effect over Time[J].Language Testing,1996,13(3):298-317.
Wall,D.& J.C.Alderson.Examining Backwash[J].Language Testing,1993,10:41-49.
Wall,D.Introducing New Tests into Traditional Systems:Insights from General Education and from Innovation Theory[J].Language Testing,1993,13(3) 334-354.
Wall,D.Impact and Backwash in Language Testing Language Testing and Assessment[M].Dordrecht:Kluwer Academic Publishers,1997.
Watanabe,Y.Investigating Backwash in Japanese EFL Classrooms:Problems Methodology[J].Australian Review of Applied Linguistics,1996,Series S:208-239.
陈琳等.普通高中英语课程标准(实验)解读[M].南京:江苏教育出版社,2004.
高凌飚.关于高考改革的一些看法[J].全球教育展望,2003,32(9):49-52.
黄大勇、杨炳钧.语言测试反拨效应研究概述[J].外语教学与研究,2002(4).
教育部.普通高中英语课程标准(实验稿)[M].北京:人民教育出版社,2003.
金艳.大学英语四、六级考试口语考试对教学的反拨作用[J].外语界,2002(4).
李筱菊.语言测试科学与艺术[M].长沙:湖南教育出版社,1997.
刘润清、韩宝成.语言测试和它的方法(修订版)[M].北京:外语教学与研究出版社,2001.
罗少茜.英语课堂教学形成性评价研究[M].北京:外语教学与研究出版社,2003.
亓鲁霞.意愿与现实:中国高等院校统一招生英语考试的反拨作用研究[M].北京:外语教学与研究出版社,2004.
亓鲁霞.NMET的反拨作用[J],外语教学与研究,2004(5).
束定芳.外语教学改革:问题与对策[M].上海:上海外语教育出版社,2004.
唐雄英.语言测试的后效研究[J].外语与外语教学,2005(7).
文秋芳.英语口语测试与教学[M].上海:上海外语教育出版社,1999.
武尊民.英语测试的理论与实践[M].北京:外语教学和研究出版社,2002.
杨炳钧.语言测试反拨效应研究概述[J].外语教学与研究,2002(4).
张宝均.对语言教学反作用于教学的再认识[J].语言教学与研究.1998(2).
邹申.英语语言测试 理论与操作[M].上海:上海外语教育出版社,1998.