大学英语四、六级教学效率实证研究

A Positive Study of How to Improve the Teaching Effect of CET-4 and CET-6

对大学英语新四、六级考试及网考实施的后效研究发现,新四、六级制度及题型对英语学习行为及策略产生正面影响的同时,大部分学生对新四、六级考试制度及题型改革的意义及目标并不明确,对网考所体现的英语测试任务的综合性和互动性显示出一定的忧虑。大学英语新四、六级考试对不同分数段学生的影响存在很大的差异性。因此,大学英语教师应成为保证四、六级考试有良好后效的主体,有必要建立起除四、六级考试以外的大学英语学习评价体系,关注四、六级考试在低分组学生中产生长期的不良的后效,从而确保新四、六级考试及网考对大学英语教学发挥更多的积极作用。

The positive study of the aftereffect of the new CET-4 and CET-6 discovers that,apart from some positive influences of the two new tests on their behavior and strategy in English study,the majority of college students are not clear about the significance of the reformed test system and demonstrate certain anxiety as to the comprehensive and interactive nature manifested in the Net-based CET-4 and CET-6.Therefore,English teachers are suggested to be responsible for the positive aftereffects of new CET-4 and CET-6,establish an effective assessment system that is independent from CET-4 and CET-6 and pay more attention to the long-term and negative aftereffects the two tests produce on the students who are poor in them.