TEM4对学生课外英语学习的反拨效应对比研究  

A Comparative Study on the Washback of TEM4 on Students' Extracurricular English Learning

作　　者：杨培绒[1] YANG Pei - rong(Foreign Language School of Anhui SanLian University, Hefei Anhui 230601, China)

机构地区：[1]安徽三联学院外语学院,安徽合肥230601

出　　处：《长春师范大学学报》2017年第9期189-191,共3页Journal of Changchun Normal University

基　　金：安徽三联学院校级人文重点项目"基于学生学习日志的英语专业四级考试对基础英语教学的反拨效应研究"(skzd2016001)

摘　　要：TEM4对学生课外英语学习具有反拨效应,有积极的,也有消极的。积极的反拨效应主要体现在:考试前学生大量地练习听力、背单词、复习语法等;消极的反拨效应主要体现在:考前一段时间学生对"说"和"译"两项技能的忽略、对教材学习不够重视等。不管是积极的还是消极的反拨效应,持续时间都不长,主要体现在考前一段时间。TEM4 has washback （both positive and negative） on students＇ extracurricular English learning. Before TEM4, students spend a lot of time practicing listening, reciting words, and reviewing grammar, etc. These are the positive washback of TEM4. But before TEM4, the ignorance of speaking and translation, and overlooking textbook learning, etc, are the negative washback of TEM4. Whatever the positive or the negative washback, they don＇t last for long, and mainly reflected before TEM4.

关 键 词：TEM4 学习日志 反拨效应 

分 类 号：G642.0[文化科学—高等教育学]