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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格式电子书版下载

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Chapter One Introduction1

1.1 Origins of the Study1

1.2 Research Models3

1.3 Research Questions7

1.4 Stages of the Research9

1.5 Organization of the Book10

Chapter Two Literature Review of Washback Studies12

2.1 Relationship Between Teaching and Testing13

2.2 Definitions of Washback15

2.3 Assertions about Washback17

2.4 Theoretical Frameworks for Washback Studies21

2.5 Empirical Studies of Washback and Impact27

2.6 Proposals to Promote Beneficial Washback34

2.7 Washback Studies in China36

2.8 Summary40

Chapter Three Historical Overview of the CET46

3.1 Context of the CET:College English Teaching Since 197846

3.2 Aspects of the CET52

3.3 Summary64

Chapter Four Research Methodology66

4.1 Classroom Observation67

4.2 Questionnaire Surveys74

4.3 Interviews80

4.4 Other Research Methods81

4.5 Summary82

Chapter Five CET Stakeholders'Perceptions of the Test and Its Washback83

5.1 Conference Participants'Perceptions84

5.2 Teachers and Students'Perceptions Nationwide93

5.3 Sampled University Teachers and Students'Perceptions100

5.4 CET Stakeholders'Proposals to Promote Beneficial CET Washback102

5.5 Summary103

Chapter Six Characteristics of College English Teaching and Learning in the Classroom105

6.1 Teaching Content106

6.2 Teaching Methods114

6.3 Teaching Pace123

6.4 Attitudes towards Teaching124

6.5 Individual Differences—Case Studies of Three Teachers'Lessons126

6.6 Summary132

Chapter Seven Test-oriented Practice136

7.1 Selection of Reading Passages and Quality of Test Items138

7.2 Overall Analysis of the Forty-five Reading Passages in Jing's Book139

7.3 Specific Analysis of Eight Reading Passages from Jing's Book148

7.4 Causes and Consequences of Test-oriented Practice156

7.5 Summary161

Chapter Eight Examinee Output in the CET Writing and Speaking Tests163

8.1 Test of Writing in the CET164

8.2 Analysis of Examinee Output in the CET Writing Test166

8.3 Test of Speaking in the CET171

8.4 Analysis of Examinee Output in the CET Speaking Test173

8.5 Summary179

Chapter Nine Major Factors Exerting Influence on College English Teaching and Learning180

9.1 Administrative Measures181

9.2 Teacher Factors187

9.3 Learner Factors194

9.4 Summary200

Chapter Ten Conclusions203

10.1 Summary of Major Findings203

10.2 Suggestions and Feedback to CET Stakeholders208

10.3 Evaluation of the Research210

10.4 Recommendations for Further Studies212

Bibliography213

Appendices222

Appendix Ⅰ Questionnaire Surveys222

Appendix Ⅱ Classroom Observation263

Appendix Ⅲ Test Results of the Eight Reading Passages341

List of Figures3

Figure 1.1 Relationship between CR,CE teaching and learning,and the CET3

Figure 1.2 Relationship among social needs,CR,CE teaching and learning,and the CET4

Figure 1.3 Levels of the CET stakeholders in the CE curriculum system5

Figure 1.4 Basic model of CET washback6

Figure 1.5 Major factors exerting influence on CE teaching and learning7

Figure 2.1 Framework of language teaching13

Figure 2.2 Hughes'basic model of washback24

Figure 3.1 Organization of the requirements in the CES46

Figure 3.2 Flowchart of the CET test development55

Figure 3.3 Growth of the actual CET-4 testee population62

Figure 3.4 Examples of colleges and universities with relatively stable CET-4 MGS64

Figure 5.1 Conference participants' perceptions of the nature and characteristics of the CET82

Figure 5.2 Teachers'perceptions of the effect of the CET on different grades91

Figure 5.3 Teachers'perceptions of the simulation of the CET on different grades92

Figure 5.4 Students'perceptions of the effect of the CET on different grades93

Figure 5.5 Students'perceptions of the motivation from the CET on different grades94

Figure 5.6 Teachers'perceptions of the effect of the CET on different types of institution95

Figure 5.7 Teachers'perceptions of the stimulation of the CET on different types of institution95

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

Figure 9.2 A vicious circle of slow reading189

List of Tables31

Table 2.1 Summary of the six influential empirical washback/impact studies and their major findings31

Table 2.2 Summary of the five washback studies in China and their major findings38

Table 3.1 Approaches to testing52

Table 3.2 Number of items,weight,and time allotment in the CET-456

Table 4.1 Empirical washback studies with the primary use of classroom observation69

Table 4.2 The CET-4 MGS of the three sampled universities over the years70

Table 4.3 Number of teachers and class hours observed71

Table 4.4 Background information of the three teachers and their classes72

Table 4.5 Summary of the five questionnaires employed in the research73

Table 4.6 Sampling of the five questionnaires and their reliability coefficients78

Table 5.1 Conference participants'perceptions of the nature and characteristics of the CET84

Table 5.2 Conference participants'perceptions of the positive washback of the CET86

Table 5.3 Teachers and students'perceptions of CET washback in the NTQ and NSQ90

Table 5.4 Students'perceptions of CET washback on different types of institution95

Table 5.5 Teachers'perceptions of CET washback on various aspects of CE teaching97

Table 5.6 Teachers and students'perceptions of the effect of the various aspects of the CET on CE teaching and learning97

Table 6.1 Observation data:Materials used by the observed teachers in class103

Table 6.2 Survey data:Textbook units covered by the teachers in the STQ105

Table 6.3 Survey data:Textbook units of different bands covered by the teachers in the STQ106

Table 6.4 Observation data:Skills emphasized by the observed teachers in class108

Table 6.5 Observation data:Classroom activities organized by the observed teachers110

Table 6.6 Observation data:"Teaching"and"practice"time allotment112

Table 6.7 Observation data:"Teaching"and"practice"time allotment between Grade One and Grade Two113

Table 6.8 Observation data:Teachers and students'use of English in the observed classes114

Table 6.9 Observation data:Teachers and students'use of English between Grade One and Grade Two115

Table 6.10 Observation data:Use of teaching facilities by the observed teachers in class116

Table 7.1 Flesh Reference Readability Scale132

Table 7.2 Comparison of the first draft and the final draft of the test items of a CET-4 reading passage140

Table 7.3 Options of the test items in Passage 10 as chosen by the students143

Table 7.4 Examples of the new words in Jing's reading passages145

Table 7.5 Teachers'familiaritv with the CET measures150

Table 7.6 Students'familiarity with the CET measures151

Table 8.1 Changes of the CET-4 writing scores of key universities over the years161

Table 8.2 Rating scale of the CET-SET164

Table 8.3 Examples of the words and phrases used by the three examinees166

Table 8.4 Contribution made by the three examinees in CET-SET166

Table 8.5 Evaluation of the students'progress in writing and speaking skills170

Table 9.1 Composition of the CE teaching staff in the NTQ178

Table 9.2 Students'courses and class hours in the SSQ and NSQ185

Table 9.3 Students'time investment in English learning after class per day186

Table 9.4 Students'exposure to authentic materials from mass media188