广东省高考英语听说考试反拨作用研究:教师BAK意识体系与备考行为

Washback of the Listening and Speaking Test in NMETG:Teachers' BAK cognition system and test preparation behaviors

广东省高考英语机助听说考试从2011年开始实施,这一考试对高三英语教学产生何种影响值得探索。本文采用定性与定量相结合的研究方法对某学校教师的听说考试备考意识与行为进行调查,并利用BAK理论模型对两者间的因果关系进行了探究和解读。结果发现,听说考试的设计意图并未在教学中完全实现,教师本身具备的BAK意识体系对教学过程形成了干预,最终触发了与考试改革初衷有所差异的备考行为。

The Computer-based English Listening and Speaking Test （CELST） in Guangdong NMET has been launched since 2011. What impact does this test bring to Senior High third year English teaching. This paper adopts a mixed-method approach to investigate teachers＇ CELST test preparation behaviors and cognitions in one middle school and employs the BAK model to interpret the test preparation behaviors. The result shows that the test designers＇ intentions of CELST is not properly realized in test preparation behaviors. Teachers＇ pre-set BAK cognition system in- tervenes in the process and prompts a deviated effect of the test.