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某省高考英语阅读题型对英语教学之反拨影响

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-07-18编辑:lgg点击率:3918

论文字数:38560论文编号:org201307181350397845语种:英语 English地区:中国价格:$ 66

关键词:拨作用高考英语阅读表达教与学

摘要:正如上面所提到的,只有少数的反拨作用的理论和实证研究NMET在中国已进行和实证研究还远远不够,反拨高考英语,让单独的实证研究,在一个特定的项目类型高考英语。

Chapter One Introduction


自从其制定于1950年,全国高考英语试题(NMET)全国高考测试,阿宁可有可无的成分已经很长一段时间在教育和语言测试领域的一个热门话题。如众所周知,高考英语的目的是选择合格的候选人接受高学历。因此,作为一种标准化和最高风险的考试,高考英语已经引起各国的重视,尤其是从所涉及的教师,学生以及他们的家长。NMET除了选择合格的候选人通告要获取更高的教育,还有另一个重要的目的,以帮助提高高中的教学和学习,那就是,在教学和学习中发挥积极的反拨作用。语言测试影响语言教学和学习。如上所述,高考英语在中国是最真实,最有影响力的英语考试。这方面的焦点是怎么样的影响?反拨。反拨通常是指在教学和学习(1989年休斯:1)测试的效果。作为一种重要的语言现象,也有反拨备受关注的20世纪90年代以来。许多语言测试研究者(如,1992年Shohamy;奥尔德森和1993年长城)调查的反拨理论和经验,在过去的几十年。例如,奥尔德森壁(1993)提出了15个反拨假设休斯(1993)提出的基本模型洗比克(参与者 - 过程产品);奥尔德森HAMP里昂(1996)调查作为英语测试的反拨托福(TOEFL)教学。所有的研究不断深入研究提供了基础之后。反拨与国外的研究相比,国内研究滞后在一定程度上反拨。大多数研究的重点大学英语四级考试(CET)的效果。然而,很少有学者做NMET反拨效应除了李(1990)及齐(2004)的实证研究。
Ever since its formulation in 1950, National Matriculation English Test (NMET), anindispensable component of National Matriculation Tests has been a hot topic for a long timein the field of education and language testing. As is well known, the purpose of NMET is toselect qualified candidates to receive high education. Thus as a standardized and the mosthigh-stake examination, NMET has attracted national attention, especially that from theinvolved teachers, students as well as their parents. Besides selecting qualified candidates toreceive higher education, NMET has another vital aim, to help improve the teaching andlearning in senior high school, that is, to exert positive washback effects on teaching andlearning.Language testing influences language teaching and learning. As mentioned above,NMET is the most authentic and influential English test in China. How about its influences?Washback is the focal point of this aspect. Washback usually refers to the effect of testing onteaching and learning (Hughes 1989: 1). As an important linguistic phenomenon, washbackalso has attracted much attention since 1990s. Many language-testing researchers(e.g.,Shohamy 1992; Alderson & Wall 1993)have investigated washback theoretically andempirically in the past decades. For example, Alderson & Wall (1993) propose 15 washbackhypotheses; Hughes (1993) proposes the basic model of washbak (participants – process -products); Alderson & Hamp-Lyons (1996) investigate the washback of Test of English as aForeign Language (TOEFL) on teaching. All the studies offer basis for deep-going researchafterwards. Compared with foreign studies on washback, the domestic researches onwashback lag behind to some extent. Most of the researches focus on the effect of CET(College English Test). However, very few scholars have done empirical studies onwashback effect of the NMET except Li (1990) and Qi (2004).
NMET (Shandong province) has added a new item type---reading-based response since2007. Reading-based response accounts for 15 points, which shows its important role inNMET. The language points examined by it are very comprehensive. This format not onlytests the basic language knowledge, but also checks the candidates’ overall English proficiency.As mentioned above, only a few theoretical and empirical studies of washback onNMET in China have been conducted, and empirical studies are still far from enough inwashback of NMET, let alone empirical studies on a specific item type of NMET.Reading-based response is a new item type which is adopted by NMET (Shandong province)since 2007. It is relatively blank in the scope of researches on washback of reading-basedresponse in NMET.This paper attempts to investigate the washback of reading-based response in NMET onEnglish teaching and learning in senior high school. 论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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