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大学英语口语考试反拨作用的研究
时间:2012-10-24 浏览次数:1173次 无忧论文网
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【中文题名】 大学英语口语考试反拨作用的研究 【英文题名】 Study on Washback Effect of CET-Spoken English Test 【中文摘要】 全国大学英语四六级考试已历时16年之久,目前每年考生人数约有350万。这项考试在我国已基本成为教育界乃至整个社会衡量高等院校非英语专业大学生英语水平的一个较为统一的尺度。十几年来,四六级考试对于提高我国大学生的英语水平和激发全民学习英语的兴趣起到了积极的作用。然而,由于种种原因,四六级考试一直只有笔试,考试成绩不能全面地反映学生的综合语言素质,更因为测试与教学的内在关系,没有口试的四六级考试给英语教学带来了一些负面影响。多年以来,我国的英语教学在应试教育的影响下,只重视课本和语法学习,尤其是四六级考试的压力, 【英文摘要】 Testing should serve the needs of teaching. Language testing provides goals for language teaching, and it monitors, for both teachers and learners, success in reaching those goals. The power of examination over what takes place in the classroom has been widely reported by many educationalists. The belief that assessment can leverage educational change has often led to top-down educational reform strategies in order to bring about changes in teaching and learning by bringing about changes in testing. This Chapter 1 Introduction 8-12 Chapter 2 A Theoretical Study on Oral Testing 12-20 2.1 OralAbility 12-15 2.1.1 Micro-linguistic Skills 12-13 2.1.2 Routine Skills 13-13 2.1.3 Improvisation Skills 13-16 2.2 Approaches to Testing Speaking 15-20 2.2.1 tructuralist Approach 16-17 2.2.2 Communicative Approach 17-20 Chapter 3 A Survey Study on CET-SET 20-30 3.1 Significance of CET-SET 20-23 3.1.1 Pedagogical Consideration 20-22 3.1.2 Practical Consideration 22-24 3.2 Implementation of CET-SET 23-30 3.2.1 Validity 24-26 3.2.2 Reliability 26-30 Chapter 4 Washback Study of CET-SET 30-43 4.1 Theoretical Study of Washback 30-33 4.1.1 Definition of Washback 30-31 4.1.2 Two Facets of Washback 31-38 4.2 Related Study on CET-SET 33-37 4.3 The Design of the Study 37-38 4.4 Research Method 38-43 4.4.1 The Subjects 38-40 4.4.2 Instruments 40-41 4.4.3 Procedures 41-47 Chapter 5 The Results & Discussion 43-72 5.1 Teachers' Questionnaire 43-47 5.2 Learners' Questionnaire 47-57 5.2.1 Structured Questions and Incomplete Statements 47-53 5.2.2 Scaled Questions 53-54 5.2.3 Open-ended Questions 54-58 5.3 General Analysis on the Results 57-58 5.4 Detailed Analysis on the Results 58-64 5.4.1 Awareness of CET-SET 58-60 5.4.2 Incentive to Take CET-SET 60-61 5.4.3 Attitudes and Perception of CET-SET 61-62 5.4.4 Classroom Teaching and Learning 62-65 5.5 Implications of CET-SET 64-84 5.5.1 For CE teachers 65-68 5.5.2 For CE Learners 68-69 5.5.3 For University Authorities 69-84 Chapter 6 Conclusion 72-74 Appendix 1 74-75 Appendix 2 75-077 Bibliography 077-080 Abstract in English 080-84 Abstract in Chinese 84-86
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