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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-08-17编辑:lgg点击率:4792
论文字数:36200论文编号:org201408151307568236语种:英语 English地区:中国价格:$ 66
摘要:本文主要研究英语四级对英语教学影响的。作为一种评估英语能力非常重要评估方法,CET-4对英语教学和英语学习有着非常大的影响。As a very significant evaluation system of English using ability, CET-4 has a great effect on English teaching and learning。 based on the background, this research is toexplore the influence of CET-4 listening test on College English teaching and learningfrom the facets of perceptions, processes and means of listening teaching and learning.
2.2 Theoretical frameworks
For decades, scholars have debated the potential impact of tests. Some of theoreticalhypotheses and models have been put forward to illustrate mechanisms of washback.The title of an article written by Alderson & Wall (1993) posed the following question:“Does Washback Exist?” In the article, it was noted that many assertions had been maderelating to the influence of tests, there was very little in the way of empirical evidence toback up the claims that tests affected teaching and learning, in either a negative or positiveway. In order to examine in greater depth the relationship between washback and‘influence’, in an attempt to clarify the idea of washback and to serve as the basis forfurther study, Alderson and Wall (1993: 120-1) proposed the Washback Hypotheses listedbelow from the most general and vague to the somewhat more refined, highlighting morespecifically some of the ways in which a test might affect teaching and learning.
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Chapter Three Methodology ....... 16
3.1 Research questions.........16
3.2 Participants..... 16
3.3 Instruments......... 16
3.3.1 Questionnaires ....... 17
3.3.2 Classroom observation ......18
3.3.3 Interviews ....... 19
Chapter Four Results and discussions.......... 20
4.1 Analysis of questionnaire results ........ 20
4.2 Classroom observation outcomes ......37
4.2.1 Listening materials mainly used.......38
4.2.2 Listening types mainly focused on........39
4.2.3 Listening activities mainly organized....... 39
4.3 Analysis of interview ........ 40
4.3.1 Analysis of the interviews with teachers ....... 41
4.3.2 Analysis of the interviews with students ...... 41
Chapter Five Conclusion .......43
5.1 Major Findings.......43
5.2 Pedagogical implications ........ 44
5.3 Limitations of the research and suggestions for future study ..... 45
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