外语水平考试如何促学--续论的启示  

How to make an L2 proficiency test promote learning

作　　者：王初明[1] WANG Chuming

机构地区：[1]广东外语外贸大学外国语言学及应用语言学研究中心

出　　处：《语言测试与评价》2022年第1期26-34,116,117,共11页Language Testing and Assessment

摘　　要：外语水平考试能否促学以及如何促学,这是考试研究者们相当关注的问题。此问题涉及如何处理好教与考之间的关系,关涉考试的效度与信度之间的合理平衡。本文以新兴的语言习得观“续论”的应用为例,阐释如何在水平考试中注入促学元素,如何甄别具有促学价值的题型,如何利用其积极的反拨作用助学促教。作者认为好的考试能带来积极反拨效应,设计时就需要考虑题型与教学之间的关联,这种关联主要体现在题型的构念能否转化为可高效促学的实际教学操作。An issue of much concern to language testing specialists is whether and how an L2 proficiency test promotes L2 learning.This issue relates to how to properly handle the relationship between teaching and testing,and how to strike a rational balance between test validity and reliability.In light of the Xu-argument,a newly emerging view of language learning,this article suggests ways of making a proficiency test facilitative of L2 learning,including how to identify beneficial test tasks and seek positive effect of test washback.The author contends that a good test is one that brings about good washback effect and from the very beginning of its design should take into account the connection between testing and teaching,as manifested in the translatability of the test construct into efficient teaching practice.

关 键 词：外语水平考试 反拨效应 题型 效度 信度 

分 类 号：G63[文化科学—教育学]