正面的还是负面的 大学英语四、六级考试反拨效应实证研究PDF电子书下载

Chapter One Introduction 1

1.1 Origins of the Study 1

1.2 Research Models 3

1.3 Research Questions 7

1.4 Stages of the Research 9

1.5 Organization of the Book 10

Chapter Two Literature Review of Washback Studies 12

2.1 Relationship Between Teaching and Testing 13

2.2 Definitions of Washback 15

2.3 Assertions about Washback 17

2.4 Theoretical Frameworks for Washback Studies 21

2.5 Empirical Studies of Washback and Impact 27

2.6 Proposals to Promote Beneficial Washback 34

2.7 Washback Studies in China 36

2.8 Summary 40

Chapter Three Historical Overview of the CET 46

3.1 Context of the CET:College English Teaching Since 1978 46

3.2 Aspects of the CET 52

3.3 Summary 64

Chapter Four Research Methodology 66

4.1 Classroom Observation 67

4.2 Questionnaire Surveys 74

4.3 Interviews 80

4.4 Other Research Methods 81

4.5 Summary 82

Chapter Five CET Stakeholders'Perceptions of the Test and Its Washback 83

5.1 Conference Participants'Perceptions 84

5.2 Teachers and Students'Perceptions Nationwide 93

5.3 Sampled University Teachers and Students'Perceptions 100

5.4 CET Stakeholders'Proposals to Promote Beneficial CET Washback 102

5.5 Summary 103

Chapter Six Characteristics of College English Teaching and Learning in the Classroom 105

6.1 Teaching Content 106

6.2 Teaching Methods 114

6.3 Teaching Pace 123

6.4 Attitudes towards Teaching 124

6.5 Individual Differences—Case Studies of Three Teachers'Lessons 126

6.6 Summary 132

Chapter Seven Test-oriented Practice 136

7.1 Selection of Reading Passages and Quality of Test Items 138

7.2 Overall Analysis of the Forty-five Reading Passages in Jing's Book 139

7.3 Specific Analysis of Eight Reading Passages from Jing's Book 148

7.4 Causes and Consequences of Test-oriented Practice 156

7.5 Summary 161

Chapter Eight Examinee Output in the CET Writing and Speaking Tests 163

8.1 Test of Writing in the CET 164

8.2 Analysis of Examinee Output in the CET Writing Test 166

8.3 Test of Speaking in the CET 171

8.4 Analysis of Examinee Output in the CET Speaking Test 173

8.5 Summary 179

Chapter Nine Major Factors Exerting Influence on College English Teaching and Learning 180

9.1 Administrative Measures 181

9.2 Teacher Factors 187

9.3 Learner Factors 194

9.4 Summary 200

Chapter Ten Conclusions 203

10.1 Summary of Major Findings 203

10.2 Suggestions and Feedback to CET Stakeholders 208

10.3 Evaluation of the Research 210

10.4 Recommendations for Further Studies 212

Bibliography 213

Appendices 222

Appendix Ⅰ Questionnaire Surveys 222

Appendix Ⅱ Classroom Observation 263

Appendix Ⅲ Test Results of the Eight Reading Passages 341

List of Figures 3

Figure 1.1 Relationship between CR,CE teaching and learning,and the CET 3

Figure 1.2 Relationship among social needs,CR,CE teaching and learning,and the CET 4

Figure 1.3 Levels of the CET stakeholders in the CE curriculum system 5

Figure 1.4 Basic model of CET washback 6

Figure 1.5 Major factors exerting influence on CE teaching and learning 7

Figure 2.1 Framework of language teaching 13

Figure 2.2 Hughes'basic model of washback 24

Figure 3.1 Organization of the requirements in the CES 46

Figure 3.2 Flowchart of the CET test development 55

Figure 3.3 Growth of the actual CET-4 testee population 62

Figure 3.4 Examples of colleges and universities with relatively stable CET-4 MGS 64

Figure 5.1 Conference participants' perceptions of the nature and characteristics of the CET 82

Figure 5.2 Teachers'perceptions of the effect of the CET on different grades 91

Figure 5.3 Teachers'perceptions of the simulation of the CET on different grades 92

Figure 5.4 Students'perceptions of the effect of the CET on different grades 93

Figure 5.5 Students'perceptions of the motivation from the CET on different grades 94

Figure 5.6 Teachers'perceptions of the effect of the CET on different types of institution 95

Figure 5.7 Teachers'perceptions of the stimulation of the CET on different types of institution 95

Figure 9.1 Teachers and students'divergent views on"teaching"and"practice" 183

Figure 9.2 A vicious circle of slow reading 189

List of Tables 31

Table 2.1 Summary of the six influential empirical washback/impact studies and their major findings 31

Table 2.2 Summary of the five washback studies in China and their major findings 38

Table 3.1 Approaches to testing 52

Table 3.2 Number of items,weight,and time allotment in the CET-4 56

Table 4.1 Empirical washback studies with the primary use of classroom observation 69

Table 4.2 The CET-4 MGS of the three sampled universities over the years 70

Table 4.3 Number of teachers and class hours observed 71

Table 4.4 Background information of the three teachers and their classes 72

Table 4.5 Summary of the five questionnaires employed in the research 73

Table 4.6 Sampling of the five questionnaires and their reliability coefficients 78

Table 5.1 Conference participants'perceptions of the nature and characteristics of the CET 84

Table 5.2 Conference participants'perceptions of the positive washback of the CET 86

Table 5.3 Teachers and students'perceptions of CET washback in the NTQ and NSQ 90

Table 5.4 Students'perceptions of CET washback on different types of institution 95

Table 5.5 Teachers'perceptions of CET washback on various aspects of CE teaching 97

Table 5.6 Teachers and students'perceptions of the effect of the various aspects of the CET on CE teaching and learning 97

Table 6.1 Observation data:Materials used by the observed teachers in class 103

Table 6.2 Survey data:Textbook units covered by the teachers in the STQ 105

Table 6.3 Survey data:Textbook units of different bands covered by the teachers in the STQ 106

Table 6.4 Observation data:Skills emphasized by the observed teachers in class 108

Table 6.5 Observation data:Classroom activities organized by the observed teachers 110

Table 6.6 Observation data:"Teaching"and"practice"time allotment 112

Table 6.7 Observation data:"Teaching"and"practice"time allotment between Grade One and Grade Two 113

Table 6.8 Observation data:Teachers and students'use of English in the observed classes 114

Table 6.9 Observation data:Teachers and students'use of English between Grade One and Grade Two 115

Table 6.10 Observation data:Use of teaching facilities by the observed teachers in class 116

Table 7.1 Flesh Reference Readability Scale 132

Table 7.2 Comparison of the first draft and the final draft of the test items of a CET-4 reading passage 140

Table 7.3 Options of the test items in Passage 10 as chosen by the students 143

Table 7.4 Examples of the new words in Jing's reading passages 145

Table 7.5 Teachers'familiaritv with the CET measures 150

Table 7.6 Students'familiarity with the CET measures 151

Table 8.1 Changes of the CET-4 writing scores of key universities over the years 161

Table 8.2 Rating scale of the CET-SET 164

Table 8.3 Examples of the words and phrases used by the three examinees 166

Table 8.4 Contribution made by the three examinees in CET-SET 166

Table 8.5 Evaluation of the students'progress in writing and speaking skills 170

Table 9.1 Composition of the CE teaching staff in the NTQ 178

Table 9.2 Students'courses and class hours in the SSQ and NSQ 185

Table 9.3 Students'time investment in English learning after class per day 186

Table 9.4 Students'exposure to authentic materials from mass media 188