研究生英语综合水平测试对被试者的反拨效应实证研究

An empirical study of the washback effect on test-takers of Graduate Comprehensive English Proficiency Test

基于Hughes (1993)的PPP模型及Alderson&Wall (1993)的反拨效应假设,本研究探索某外语类高校英语学院组织的研究生英语综合水平测试对被试者的反拨效应。本研究采用问卷调查与访谈相结合的形式,调查了来自三个年级的124名被试者对研究生英语综合水平测试的看法及该测试对其学习过程和学习结果的影响。研究结果表明:大部分被试者对该测试持肯定态度,测试对其学习过程及结果的正面影响大于负面影响。在学习过程方面对学习内容影响最大,促使被试者主动加强英语技能;对学习结果的影响主要表现在测试激发了被试者对英语口语的学习动机,养成了良好学习习惯,使其口语水平得以提升。而该测试的负面影响主要源自不全面的分数报告形式、将测试与学分挂钩,引发了部分被试者茫然、焦虑的情绪。基于研究发现,本文在考试管理、考试设计以及教学层面提出了切实建议,以期为此类考试的改进与推广以及英语专业研究生教学提供参考。

Based on Hughes PPP model (1993) and Alderson & Wall s washback hypothesis (1993), the study attempts to explore the washback effect of Graduate Comprehensive English Proficiency Test organized by the School of English Studies of a university of foreign languages on test-takers. 124 participants from three grades were given questionnaire and interview investigation in terms of their perceptions towards the test as well as the influences of it exerted on their learning process and results. The data analysis shows that the test exerts more positive effects on them. It has the greatest impact on their learning content of learning process, which contributes to the enhanced English skills, while the main impact on learning result is that it motivates them to practice spoken English and helps to foster good learning habits. However, the negative impact is triggered by incomplete score report and the link between the test and the credit, which causes participants confusion and anxiety. Some practical suggestions are proposed to testing administration, testing design and classroom teaching, which attempt to provide references for the promotion of such intramural tests and postgraduate teaching of English majors.