tem4对英语教学的反拨效应实证研究

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1、AnEmpiricalStudyontheWashbackEffectofTEM4onEnglishTeachingandLearningAThesisSubmittedtoForeignStudiesCollegeOfHunanNormalUniversityInPartialFulfillmentoftheRequirementsFortheDegreeofMasterofArtsinthe‘SubjectofEnglishLanguageandLiteratureByLiuHaiyanUndertheSupervisionofProfessorDenJieChangsha，Huna

2、nMay,2013AbstractWashbackeffectusuallyreferstotheinfluenceoftestingonteachingandlearning．ThisstudyisaimedtoinvestigatethewashbackeffectofTEM4(TestforEnglishMajors，Grade4)onEnglishteachingandleaming．Researchershavedemonstratedthatwashbackeffectsarereflectedineachlinkandaspectofteachingandlearning，

3、especiallytheinfluenceinthelarger-scaleandhigh-stakestestsiswider．Inourcountry,theresearchesonwashbackeffectfocustooheavilyonCET4／6andlessresearchesfocusonTEM4．Inaddition，releventresearchesrarelyreportthevalidityandreliabilityofquestionnaire．Sotomakeupthedeficiencyofrelevantresearches，thisstudyta

4、kesTEM4forexampletoempiricallyinvestigatethefollowingthree+questionsfromaspectsof‘‘teachers—teaching’’and‘‘learners—learning’’：1．Whataretheteachers’andstudents’perceptionsofTEM4andtheimpactofTEM472．WhatpositiveandnegativewashbackeffectsdoTEM4exertonteachers?3．Whatpositiveandnegmivewashbackeffects

5、doTEM4exertonstudents?ThisstudyisbasedonAldersonandWall’Swashbackhypotheses，Hughes’sPPPwashbackmodelandShih’Smodelofwashback．Thesetheoriesprovideevaluationindexforthequestionnaireandspecificguidanceforexperimentalprocess．Thisstudymainlyusesquestionnaireandinterviewstocollectdata．Thisstudyinvolves

6、21professionalEnglishteachers340third'yearEnglishmajorsfromthreetypes。ofuniversitiestoparticipatethequestionnaire，andtakesbackthevalidquestionnaire21copies328copies．Theresultofreliabilityanalysisshowsthattheresultofthisstudyhasanidealreliability．Thefindingsindicatethat1．TEM4doesexertwashbackeffec

7、tsonEnglishmajorsteachers，andonthewhole，positivewashbackeffectshaveoutweighednegativeones．2．TheintensityofTEM4washbackvariesfrompersontoperson，thephenomenonofTEM4washbackonstudentsis)bvicthanonteachers；TEM4stil’exertsd