CET的反拨效应机制：基于多群组结构方程建模的历时研究  

The washback mechanism of CET:A longitudinal study via Multi- Group Structural Equation Modeling

作　　者：肖巍[1] 辜向东[2] 倪传斌[1] 

机构地区：[1]南京师范大学 [2]重庆大学

出　　处：《外语教学理论与实践》2014年第3期37-43,36,共8页Foreign Language Learning Theory And Practice

基　　金：国家社会科学基金一般项目“大学英语四、六级考试反拨效应历时研究”(07BYY030)和重点项目“基于证据的四六级、雅思、托福考试效度对比研究”(14AYY010)的部分研究成果,并得到国家社会科学基金项目“外语磨蚀的回归性分析"(10BYY027);江苏高校优势学科建设工程(20110101)资助

摘　　要：为了跟踪改革后大学英语四、六级考试(CET)对教学所产生的影响,本文在2008年3月—2009年7月通过三次问卷调查共收集了710名学生的数据,探讨了CET反拨效应机制中11个单因素的历时变化,并采用多群组结构方程建模,综合分析了CET反拨效应机制及其历时变化。结果发现:CET改革后1—1.5年为反拨效应响应较强烈的窗口期,其正面反拨效应明显,显现出重视教材学习、淡化应试备考的趋势。虽然窗口期过后负面反拨效应有所回升,但反拨效应总体上继续朝重教材、轻应试的方向发展。In order to track the influence of the College English Test(CET) on teaching and learning,this paper explored the longitudinal changes of 11 single factors in CET washback mechanism,as well as employing Multi- Group Structural Equation Modeling to analyze comprehensively the washback mechanism and its longitudinal changes,based on three questionnaire data sets collected sequentially from March 2008 to July 2009,with 710 college students in total surveyed.The research findings revealed a window period of strong responses of washback,which sustained from 1 to 1.5 years after the CET innovation.During this period,CET exerted significant positive washback effects,indicating a trend of emphasizing course book learning and de-emphasizing test preparation activities.After the window period,although several negative washback effects picked up,the CET washback on the whole continued to develop along the trend of emphasizing course book learning and de- emphasizing test preparation activities.

关 键 词：反拨效应机制 CET 历时变化 多群组结构方程建模 

分 类 号：H319[语言文字—英语]