【作者】 徐倩；

【导师】 邹申；

【作者基本信息】 上海外国语大学 ， 英语语言文学， 2014， 博士

【摘要】 测试，尤其是大规模、高风险的测试，往往会对教与学产生影响，这种影响就是反拨作用。高等学校英语专业四、八级考试（TEM）是针对英语专业本科学生进行的英语水平测试，作为一门全国性的重要考试，它必然会对本科英语专业的教与学产生一定影响。本研究采用多元化的研究方法，分步骤分阶段地研究TEM的反拨作用。通过问卷调查、课堂观察、访谈等多种研究手段对英语高等教育领域的专家、参考院校的学科负责人、教师和考生进行调查，了解他们对TEM的熟悉程度、评价，对TEM反拨作用的认识，以及TEM对他们的英语教学产生了何种影响。本研究主要回答以下三个研究问题。第一，引起TEM反拨作用的因素有哪些？第二，TEM的反拨作用体现在哪些方面？第三，对TEM反拨作用的研究会为TEM改革和高校英语专业教学改革提供哪些建议？本研究借鉴了以往的反拨作用研究理论模型和实证研究成果，并在此基础之上提出了TEM反拨作用模型，用来指导本研究。根据此模型，本研究可以分为四个阶段。第一阶段，通过文献回顾，对高等学校英语教学大纲、TEM考试大纲以及其他相关文献进行分析，总结归纳已有的TEM以及反拨作用研究成果，对TEM可能产生的反拨作用获得一定的感性认识。第二阶段，设计问卷并在全国范围内展开对专家、学科负责人、教师和学生的调查，了解他们对TEM的认识及评价，以及TEM对他们的影响。通过这些大规模的问卷调查，笔者对TEM的反拨作用的有了一个整体印象。第三阶段，根据问卷调查结果有针对性地选择英语专业教学课堂进行课堂观察，调查TEM对课堂教学的影响，这有助于笔者了解TEM反拨作用在课堂上的真实体现。第四阶段，根据以上研究结果，有针对性地选择研究对象进行访谈，通过访谈找到研究过程中出现问题和疑点的答案。本研究的主要研究成果可总结如下。首先，大部分受访者对TEM的熟悉程度都很高，但是对TEM口试以及TEM评分标准的熟悉程度相对较低。第二，受访者对TEM的评价以正面为主，正面评价远多于负面评价，尤其是对TEM考试内容和方法的评价，相比较而言，TEM的施考和TEM的成绩报告满意度较低。第三， TEM反拨作用的评价正面大于负面，多数受访者认为TEM实现了考试大纲中提出的测试目标。第四，TEM成绩的使用多数符合考试大纲中的规定，但是考试成绩的误用仍然存在，如通过考试成绩来给院校排名、考核教师、授予学位和招聘员工。受访者对这些误用的态度模棱两可，有近半数受访者赞同使用TEM成绩来做出这些决策。第五，TEM对参考院校的课程设置产生了一定的反拨作用，主要体现在TEM备考课程的开设和TEM相关课程的设置上，但是TEM对参考院校的课程设置影响不大，多数TEM备考课程不超过半学期。第六，TEM对英语专业课堂教学有一定影响，主要体现在以下三方面。一是教学内容往往以TEM考试内容为主；二是课堂教学形式往往以教师讲授为主；三是课堂交流更多采用中文，无论是学生还是老师都是如此。第七，尽管TEM对高校英语教学产生了反拨作用，TEM并没有主导英语教学效果，与教师素质、学生努力程度等因素相比，TEM对英语专业教学效果的影响是非常有限的。最后，笔者通过对本研究结果的分析阐述，提出了对TEM改革以及高校英语专业教学改革的一些建议，如对TEM的考试内容、考试手段以及施考方式进行改进；加强命题者与考试使用者之间的交流；充分利用TEM的反馈信息，为英语专业教学改革提供建议等。更多还原

【Abstract】 Washback is the effects of testing on teaching and learning, and important testsare believed to have more intense washback effects. Therefore, Test for EnglishMajors (TEM), a nationwide test to measure the language proficiency ofundergraduate English majors in China, is supposed to exert influence on Englishteaching and learning for English majors.The present study adopts a multi-method and multiphase approach toinvestigate the washback effects of TEM on experts, program administrators,teachers and students—their familiarity with TEM, their evaluation of TEM, theirperception of TEM washback, and the washback of TEM on their teaching andlearning experience. The study addresses the research question in three domains.First, what are the factors contributing to the generation of TEM washback? Second,what are the washback effects of TEM on English teaching and learning? And third,how will TEM washback research findings contribute to TEM reform and the reformof English teaching and learning?Based on the previous research models and empirical studies, a TEM washbackmodel has been proposed to guide the present research, which can be divided intofour stages. In the first stage, documents such as the Teaching Syllabus, TEMsyllabuses, and research findings on washback and TEM have been analyzed, toobtain some general knowledge of the possible washback of TEM. In the secondstage, large-scale questionnaire surveys have been conducted among experts,program administrators, teachers and students, to elicit their perceptions andevaluation of TEM, as well as the washback of TEM on them. Findings of thesenation-wide surveys have put together a general picture of the TEM washbackthroughout China. In the third stage, based on the questionnaire findings, sampleclasses have been selected for case study, to explore the washback of TEM onclassroom teaching and learning, so that a concrete picture of TEM washback couldbe obtained. In the last stage, supplementary interviews have been carried out amongselected participants, to seek answers to the problems emerged in the questionnaire surveys and classroom observations.The major research findings are as follows. First, TEM enjoyed a highfamiliarity rate with the participants, but TEM-Oral tests and the marking criteriawere less known. Second, participants’ evaluation of TEM was more positive thannegative. The test content and method of TEM received a higher satisfaction ratethan its administration, and the test report seemed to be the least satisfactory item.Third, the washback of TEM was considered to be more positive than negative, andit seemed to have achieved most of the purposes specified in the Test Syllabus.Fourth, decisions based on TEM were mostly as intended, but there were alsounintended uses such as ranking schools, evaluating teachers, conferring degrees,and recruiting employees. Moreover, participants’ attitudes towards these unintendeduses varied, with around half holding a supportive view. Fifth, TEM exerted somewashback on the curriculum design, such as the introduction of TEM preparationcourses and TEM-related courses, but the washback was not intense, with most TEMpreparation courses covering no more than half a semester. Sixth, TEM exerted somewashback on classroom teaching and learning in that the teaching content would bemore TEM oriented, more teacher lecture would be employed, and Chinese wasmore frequently used by both teachers and students. Last, although TEM exertedsome washback on English teaching and learning, the effect of TEM on teaching andlearning outcome was quite limited, as compared with that of the other factors suchas teacher quality and student efforts.In the end, some suggestions are made on the reform of TEM and Englishteaching and learning, based on the above research findings. TEM could be furtherimproved in its test content, methods, and administration. Moreover, communicationbetween test developers and test users should be promoted. In addition, TEM wouldprovide valuable feedback on the reform of English teaching and learning.更多还原