语言测试的反拨效应理论与实证研究  

A review of washback studies

作　　者：亓鲁霞[1] 

机构地区：[1]广东外语外贸大学

出　　处：《外语教学理论与实践》2011年第4期23-28,共6页Foreign Language Learning Theory And Practice

基　　金：2010年度国家社会科学基金项目10BYY031的支持

摘　　要：过去二十来年,语言测试反拨效应研究成果可观。理论研究涉及测试影响的属性、范围、层面和运行机制,还涉及其强度、长度、具体性、意图与性质,为实证研究提供了操作框架。实证研究反过来验证理论,主要发现有:反拨效应体现在教学的各个环节和层面,如教学内容、方法、教材编写等,正面负面影响兼而有之。相比之下,测试对学习效果的影响研究不多,两者之间的关系有待探明。此外,反拨效应的一些理论模型仍有欠缺,尚需完善,以增强解释力。In the past two decades or so, washback or the influence of testing on teaching and learning has been intensely researched. Hypotheses and models have been formulated to uncover its nature, scope, patterns and mechanisms. Its intensity, length, specificity, intentionality and value have also been explored. Theorizing has done much to provide frameworks for empirical studies, which in turn have afforded evidence for or against concepts and theories of washback. An overview of the washback studies has shown that language tests have imposed both positive and negative washback on all aspects of teaching and learning, including teaching content, methods, and materials. However, tests＇ influence on learning outcome remains largely nebulous due to scarcity of studies on this issue. Further, washback theories and models still leave considerable room for improvement before their explanatory power can be desirably enhanced.

关 键 词：测试 反拨效应 涉考者 

分 类 号：H319[语言文字—英语]