摘要本研究以西藏民族学院外语学院大四学生为调查对象,采用问卷调查和多次访谈相结合的方法调查了英语专业八级考试对大四英语专业学生课外英语学习的反拨效应。问卷调查在专八考试前两周进行,80多名英语专业大四学生参加了问卷调查，主要是为了了解学生对专八的认识以及专八对他们课外英语学习的反拨作用。本研究对3名英语专业大四学生进行了多次访谈的个案研究,跟踪了他们在专八备考阶段以及考后阶段的课外英语学习情况。 本研究主要的发现如下：大部分学生对专八的评价是正面的，他们感到专八带给他们的压力主要来自于对今后就业的影响以及同伴影响。大部分学生认为专八最难的部分是听力理解中的听力讲座。另外，学生的英语水平高低,所学英语的专业方向也使得专八所产生的反拨效应也有所不同。专八对样本学校英语水平越高的学生所产生的反拨作用越强。样本学校三个英语专业的方向中专八的反拨作用的强度依次为英语本科,藏英翻译方向,英语师范专业。问卷调查和个案研究均发现专八对大部分学生课外英语学习产生了反拨效应,其主要表现在备考阶段学生会在课外大量进行备考训练如做专八历年真题和模拟题。另外在课外的备考中，大部分学生会根据自己认为的重点难点选择商业备考材料对专八考试中的各项内容进行针对性的练习。并且，专八的反拨效应的强度有所差异,表现在学生课外学习的不同方面,如学习内容,学习方法等等以及不同的学生个体之间。总的说来，专八对学生课外记忆新单词，阅读以及听力练习产生的反拨效应强于英语写作，翻译和口语练习。学生对考试的认识即对其重要性和难度的认识可能是导致反拨作用差异的原因。另外，专八反拨效应持续的时间在不同的学生中存在差异，表现在他们课外准备专八的时间长度有所差别。经过分析研究, 最后本文对学生、教师以及英语专业八级考试设计者提出了如何促进专八正面反拨作用的建议。关键词：英语专业八级考试,反拨效应, 课外英语学习

AbstractThe present study investigated the washback effects of TEM8 on senior English major students’ extra-curricular English learning in the context of the school of the Foreign languages of Xizang university for Nationalities by using questionnaire and series of interviews, over 80 students participated in the questionnaire, and 3 students participated in the case study, the study followed their extra-curricular English learning during and after TEM8 preparation time.Major findings of the present study including: TEM8 did generate washback on students’ extra-curricular English learning in the aspects of their learning content, learning time, learning method, the attitude and strategies and their emotions. Most of the students prepared for the test by doing past TEM8 papers and simulation test papers. Moreover they would choose commercial TEM8 preparation materials according to the difficulty they perceive to do the related exercises. In general, TEM8 generated stronger washback on students’ vocabulary learning, reading and listening practice than on their writing, translation and oral practice. Most of the students evaluate TEM8 positively. They felt pressure from TEM8 mainly because of the effects on their future employment and they felt peer pressure too. The intensity of the washback differs from student to student, for different reasons. Their perceptions about the importance of the test and the difficulty they perceive may contribute to the different intensity. According to the questionnaire survey, the higher English proficiency level the students are in, the stronger the washback they have. Meanwhile, TEM8 exerts different washback on students with different major directions. The duration of the TEM8 washback differs from student to student. The courses, other tests, their internship and thesis writing may affect their length of extra-curricular time for TEM8 preparation.Based on the findings in the research, the author put forward the implications to the teachers, students and TEM8 test designers to promote the positive washback.KEY WORDS：washback, TEM8, extra-curricular English learning