更新时间：01-09 （晓萱）提供原创文章
Abstract:According to the washback hypotheses which proposed by Alderson & Wall’s and the PPP washback model, the author conducted a research on TEM-4 washback. This study aims to investigate TEM-4 washback on English Majors of Honghe University and work out some solutions to promote positive washback .
The findings showed that TEM4 does exert different influences on learners of English majors in many aspects. Furthermore, it exerts more positive effects than negative ones. Firstly, TEM4 gives a comprehensive measure for English study and examines their comprehensive language use ability to some degree, Improving the enthusiasm and initiative for learning. However, TEM4 exerts certain stress and anxiety on test takers, which leads some of them to “learn for the test”. Students are inclined to lose interest in their English learning .The research also found that for junior Group 1 students with poor language foundation, pressures from the test outweigh motivation from the test, their learning activities tend to relate to the test. While for junior Group 2 students with good language foundation, motivation from the test outweigh pressure and their learning is ability-oriented.
Keywords: TEM4; washback; learning; influence
Contents
摘要
Abstract
1 INTRODUCTION-1
2 LITERATURE REVIEW-3
2.1 Definitions of Washback-3
2.2 Classification of Washback-4
2.2.1 Positive and Negative Washback-4
2.2.2 Strong and Weak Washback-4
2.3 Theoretical Expositions of Washback-5
2.3.1 Alderson and Wall’s Hypotheses-5
2.3.2 The PPP Washback Model-6
2.4 Researches on Washback Abroad-8
2.5 Researches on Washback in China.-9
2.6 Comments on the Previous Research-11
3 METHODOLOGY-12
3.1 Objectives of the Study-12
3.2 Research Questions-12
3.3 Research Design-12
3.4 Subjects-13
3.5 Instruments-13
3.6 Procedures-14
3.7 Data Processing-14
4 DATA ANALYSIS AND DISCUSSION-15
4.1 Results of the Clozed-Ended Question-15
4.1.1 TEM-4 Washback on Students’ Psychological Aspects-15
4.1.2Influence on Students’ Perceptions and of the Learning Assessment-16
4.1.3 Influences on What Students Learn-17
4.1.4 Influence on How Students Learn-19
4.1.5 Independent analyses for junior students: Group 1 and Group 2-22
4.2 Results of the Open-ended Question-25
4.3 Interview with Students-26
4.４ Implications-28
5 CONCLUSIONS-30
REFERENCES-32
APPENDIX A-34
APPENDIX B-36
ACKNOWLEDGEMENTS-37