大学英语四级听力考试对大学生听力学习的反拨效应研究

A Study on the Washback Effects of the CET-4 Listening Test on College Students’Learning of Listening

教育界将反拨作用定义为测试对教与学的影响,并按照具体性、强度、长度、性质等维度对测试进行考量。本文旨在利用问卷和访谈方式,通过测试参与大学英语四级听力考试的学生,利用独立样本t检验和F检验,从情感和资源管理策略、认知策略和元认知策略维度分析,研究大学英语四级听力考试对大学生学习的反拨效应。通过研究分析发现,大学英语四级听力考试对不同性别、不同年级、不同专业的被试者的具体学习策略的影响没有显著性差异。但大学英语四级听力考试所带来的负面感情会引发考试之后对英语考试的厌恶,产生负面反拨效应。本研究对学生学习策略的优化、教师制定课程计划及组织大学英语听力教学任务都有一定指导意义。

The educational circle defines the washback effect as the influence of tests on teaching and learning,and considers tests in terms of specificity,intensity,length,nature and other dimensions.This paper aims to study the washback effect of CET-4 listening test on college students’learning by means of questionnaires and interviews,and by using student’s t test and F-test from the perspectives of emotion and resource management strategies,cognitive strategies and metacognitive strategies.Through the research analysis,it is found that there is no significant difference in the influence of CET-4 listening test on the specific learning strategies of subjects of different genders,grades and majors.However,the negative feelings brought about by the CET-4 listening test will lead to the aversion to the English test after the test,resulting in a negative reverse effect.This study is of certain guiding significance for students’learning strategy optimization,teachers’curriculum planning and organization of college English listening teaching tasks.