中文题名: | 英语专业四级考试对英语教学的反拨作用研究 |
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保密级别: | 2年后公开 |
学科代码: | 050211 |
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学生类型: | 硕士 |
学位: | 文学硕士 |
学位年度: | 2009 |
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研究方向: | 英语教学理论与实践 |
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提交日期: | 2009-06-09 |
答辩日期: | 2009-05-21 |
外文题名: | A Study of Washback Effect of TEM4 on Learning and Teaching for English Majors |
中文摘要: |
本研究调查英语专业四级考试的反拨作用。研究目的是考察英语专业四级考试如何影响以及在多大程度上影响英语专业的教与学,并了解学生和老师对英语专业四级考试的意见和建议。希望本研究能够对改进英语专业四级考试、促进英语教育有一定的参考价值。本研究采用定性和定量相结合的研究方法。研究工具是问卷调查和访谈。研究对象包括6所大学的31名英语专业教师、303名英语专业大二学生和294名大三学生。研究者首先进行试验性研究,然后根据研究的结果和师生的意见,对调查问卷进行修改。指导教师田贵森教授也提出了宝贵建议。问卷再次修改后用于本研究的主要调查。问卷调查结束后,研究者还对9名老师,8名英语专业大二学生和10名大三学生进行了访谈。通过面对面访谈或电话访谈的形式,研究者进一步调查了老师和学生对英语专业四级考试的一些看法。问卷的定量部分的数据采用SPSS进行统计和分析,对于开放式问题和通过采访得到的数据进行归类整理。根据数据分析和讨论的结果,英语专业四级考试对英语教与学的反拨作用既有正面的也有负面的。大多数老师和学生认为整体上积极影响大于消极影响。首先,英语专业四级考试使老师和学生更加明确教与学的目标,激发他们更加认真地教学和学习。其次,通过老师辅导英语专业四级考试,学生能提高他们的听、读、写的能力,学到一些应试技巧。再次,学生的考试分数可以给老师提供教学反馈,促使老师改进教学方法,提高教学质量。同时,学生通过考试可以了解自己的强项和薄弱环节,调整学习策略,从而提高英语水平。但英语专业四级考试对英语教与学也产生了负面的反拨作用。第一,大多数非重点大学的老师过多地关注考试分数,而忽略了培养学生综合语言能力的教学目标。第二,英语专业四级考试临近时,老师和学生往往把教与学的重点转移到备考上来,从而减少了原来丰富多样的教学和学习材料。第三,为了备考,老师经常在课堂上增加辅导考试的教学内容,影响了正常的教学计划。学生也减少了其他课程的学习和口语练习,不利于学生语言交际能力的培养。此外,考试带来的心理压力也抑制了老师的教学热情和学生的学习兴趣。本研究还分析和讨论了老师和学生对英语专业四级考试的意见和建议。被调查的师生的态度和看法基本一致。英语专业四级考试是有必要的,它有效地考察了学生听、读、写的语言能力。然而,老师和学生也指出了考试的不足之处,并提出了改进的建议。根据调查结果,本研究还提出了提高英语专业四级考试对教学正面反拨作用的建议,并指出了在本领域需进一步研究的课题。
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外文摘要: |
The present study investigates the washback effect of TEM4 (Test of English Majors-Band 4). It aims to examine how and to what extent TEM4 affects teaching and learning of English majors, and find out teachers’ and students’ opinions and suggestions on the test. The study is expected to provide some practical value for the reform of TEM4 and the improvement of English education in China.This investigation employed qualitative and quantitative research methods with two research instruments, namely questionnaire and interview. The data were collected from 31 teachers of English majors from six universities, 303 sophomores and 294 juniors majoring in English. Before the main study was carried out, a pilot study was conducted. Based on the feedback from the teachers and students in the pilot study, some revisions were made in the questionnaires. And Professor Tian, the supervisor of the researcher, also provided valuable comments and advice. The questionnaires were revised again and the final drafts were used in the main study. After the preliminary results of the questionnaire survey were obtained, the interviews were held with 9 teachers, 8 sophomores and 10 juniors either by face-to-face or by telephone to obtain the in-depth data. Then the quantitative data in questionnaire were analyzed by using SPSS. Replies to open-ended questions were sorted out and summarized. Data obtained from face-to-face or telephone interview were categorized and summed up.The results of data analysis and discussion show that TEM4 exerts both beneficial and harmful effects on teaching and learning of English majors. Most teachers and students believed that on the whole the beneficial effects are more than harmful ones. First, TEM4 makes teachers and students have a clearer goal, and it motivates them to maintain a more serious attitude toward English teaching and learning. Second, through teachers’ tutorship on TEM4, students can learn test-taking strategies, and improve their listening, reading and writing skills. Third, students’ TEM4 scores can provide valuable feedback for teachers, and make them adjust teaching strategies to improve teaching quality. It can also help students to know about their strong points and weak points so that students’ English proficiency can be gradually improved.But there are also harmful effects of TEM4 on teaching and learning. First, most teachers in non-key universities focus too much attention on students’ TEM4 scores, and ignore the teaching goal of developing students’ comprehensive language abilities. Second, when TEM4 approaches, teachers and students are likely to transfer the focus to the preparation for TEM4 so that various original teaching and learning materials have reduced. Third, teachers tend to add the teaching contents related to TEM4, which has changed normal teaching plan. Students usually spend less time learning other contents or practicing oral English, which is harmful for students’ development of comprehensive language abilities. Fourth, the psychological pressure caused by TEM4 has reduced teachers’ enthusiasm in teaching and students’ interest in learning. The present study also analyzed and discussed teachers’ and students’ opinions and suggestions on TEM4. It is agreed that TEM4 is necessary and can effectively test students’ language abilities in listening, reading and writing. However, teachers and students also pointed out the defects of TEM4, and put forward suggestions to improve content and format of TEM4.Based on the findings, the present study suggests ways to promote the beneficial washback effects of TEM4, and points out the need for further research in this field.
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参考文献总数: | 50 |
馆藏号: | 硕050211/0929 |
开放日期: | 2009-06-09 |