AN EMPIRICAL STUDY OF WASHBACK FROM CET-4 ON COLLEGE ENGLISH TEACHING AND LEARNING

四级考试对大学英语教学反拨作用的实证研究(英文)

This paper is a report of an empirical study of the 'washback' effects of CET-4 on College English teaching and learning in three ordinary teachers' colleges. The results of the study show that, in the first three and half terms, college English teachers can basically develop students' competence in listening, speaking, reading and writing under the guidance of College English Curriculum Requirements (2004), and the influence of CET-4 on College English teaching is not very great; that, in test preparation classes, the skills trained, activities conducted and materials used are solely consistent with those required in CET-4 and the normal teaching is broken; that the nature of the impact of CET-4 on a variety of aspects of College English teaching and learning is both positive and negative, but there are more positive than negative effects; that CET-4 can, to some degree, promote the teaching and learning of College English; and that, according to the implementation of College English Curriculum Requirements (2004) and CET reform, there is an obvious increase in the time spent on listening, speaking, reading and writing in classes, especially listening and speaking.

本文以三所有代表性的普通高师院校大学英语教师及2002级和2003级非英语专业的学生为样本,就四级考试对普通高师院校大学英语教学的反拨作用进行了实证研究,结果表明:前三个半学期,教师能基本上遵循《大纲》和《课程要求》开展听、说、读、写等方面的教学活动,课堂教学受四级考试的影响不大;在四级备考阶段,常规的教学秩序被打破,课堂教学受到严重影响;从整体上看,四级考试的反拨作用,积极作用大于消极作用,四级考试在一定程度上促进了大学英语的教与学;随着大学英语教学改革和四级考试改革的深入,学生的英语综合应用能力,特别是听说能力的培养,将不断得到加强。