摘要
本文涉及国内外20世纪90年代至今关于高风险英语考试在外语情景中对学习的后效实证研究。作者以Hughes的三分后效模型为依托,把所涉猎的研究分为三类:学习态度和想法,学习过程和学习结果。文献分析发现研究者关注考试对学生学习态度和想法的后效,并且认为其复杂多样。而关于考试对学习过程和结果的后效研究尚少,许多相关的研究问题亟待回答。同时,某些学者试图提出一个完整的模型来解释考试在学习中的后效机制,但是模型缺乏预期的效力。在现状分析的基础上,作者提出了三个后续的后效研究方向。
The essay critically reviews the relevant washback empirical studies in EFL contexts from the 1990s up to now. The review is firstly conducted according to the structure of participants, process and products set out in Hughes＇ s trichotomy. It claims that students＇ perspectives affected by testing may be the area most heavily discussed in the study of washback on learning and they are complex. It also argues that empirical studies of washback on the learning process and results are relatively scarce and outstanding research gaps exist. It next discusses what factors may contribute to washback on learning. Finally, the review draws conclusions from literature mining and proposes at least three directions for future washback studies.
出处
《中国考试》
2012年第1期14-21,共8页
journal of China Examinations
关键词
后效
英语学习
高风险英语考试
外语学习情境
Washback
English learning
High-risk English Examination
EFL Contexts
