高考读后续写（浙江卷）对浙江高中英语写作教与学的反拨作用研究
发布时间：2021-09-04 04:21
测试尤其是高风险的测试或者大规模的测试,对教师教学和学生学习具有意义深远的影响。在中国,普通高等学校招生统一考试（简称高考）作为一项高风险考试,对高中教与学就有着广泛深远的影响。2016年,浙江省率先实行了高考改革,其中,英语卷中最显著的变化是对作文部分做了较大修改,采用了“读后续写”这一全新的命题形式。命题形式与考试要求的改变,已迅速对该省高中英语写作的教与学产生巨大影响,也就是英语测试的反拨作用已经开始呈现。因此,基于测试反拨作用理论框架,考察“读后续写”对英语写作教与学的影响,揭示测试带来的积极与负面作用从而为当前英语教学提供参考与借鉴,成为了一个具有理论与实践意义的话题。本文基于Alderson,Wall和Hughes等学者提出的测试反拨理论框架,尝试从教师和学生的角度出发,探究浙江英语高考读后续写对当前高中英语写作教与学的影响。本研究旨在探讨:1)高考英语读后续写如何影响高中英语写作教学?具体如何影响老师的理念和行为?2)高考英语读后续如何影响高中英语写作学习?具体如何影响学生的理念和行为?3)高考读后续写对高中英语写作教与学有哪些积极与消极的反拨作用?本研究采取混合研究法,...
【文章来源】：杭州师范大学浙江省
【文章页数】：169 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 Research Questions
1.3 Significance of the Study
1.4 The Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 The Continuation Task
2.1.1 The Definition of Continuation Task
2.1.2 The mechanism of Continuation Task: Alignment
2.1.3 The Skills and the Requirements of ECS for Continuation Task
2.2 Washback
2.2.1 Definitions of Washback
2.2.2 Mechanism and Models of Washback
2.2.3 Nature of Washback: Positive Washback and Negative Washback
2.2.4 Factors Influencing the Nature of Washback Effects
2.2.5 Proposals to Promote Positive Washback
2.2.6 Previous Theoretical and Empirical Studies of Washback
CHAPTER THREE METHODOLOGY
3.1 Research Questions
3.2 Participants
3.3 Resign Design
3.4 Instruments
3.4.1 Questionnaires
3.4.2 Interviews
3.4.3 Classroom Observations
3.5 Research Procedure
3.5.1 Step One: Drafting, Distributing and Collecting the Questionnaires
3.5.2 Step Two: Drafting and Conducting the Interview
3.5.3 Step Three: Designing classroom observation Table and Implementing Observation
3.5.4 Step Four: Analyzing the Overall Data
CHAPTER FOUR RESULTS AND ANALYSIS
4.1 Results & Analysis of Data from Teachers’ Questionnaire
4.1.1 Teaching Behaviors
4.1.2 Teaching Attitudes
4.1.3 Teaching Motivations
4.2 Results & Analysis of Data from Students’ Questionnaire
4.2.1 Learning Behaviors
4.2.2 Learning Attitudes
4.2.3 Learning Motivations
4.3 Results & Analysis of Data from Teachers’ Interview
4.3.1 Attitudes toward Continuation Task
4.3.2 Steps and Activities of Teaching Continuation Task
4.3.3 Differences in Teaching Continuation Task
4.3.4 Difficulties of Students Writing Continuation Task
4.3.5 Consciousness of Writing Assessment of Continuation Task
4.4 Results & Analysis of Data from Students’ Interview
4.4.1 Attitudes toward Continuation Task
4.4.2 Steps and Classroom Activities of Learning Continuation Task
4.4.3 Differences in Learning Continuation Task
4.4.4 Difficulties of Writing Continuation Task
4.4.5 Consciousness of Writing Assessment of Continuation Task
4.5 Results & Analysis of Data from classroom observations
4.5.1 Teaching Materials and Teaching Content
4.5.2 Teaching Length
4.5.3 Teaching Methods and Teaching Activities
CHAPTER FIVE DISCUSSION
5.1 Discussion on Research Question One
5.1.1 The Washback of CT on Teachers’ Conceptions
5.1.2 The Washback of CT on Teachers’ Behaviors
5.2 Discussion on Research Question Two
5.2.1 The Washback of CT on Students’ Conceptions
5.2.2 The Washback of CT on Students’ Behaviors
5.3 Discussion on Research Question Three
5.3.1 Positive Washback on Writing Teaching and Learning
5.3.2 Negative Washback on Writing Teaching and Learning
5.3.3 Major Factors as the Hindrance to the Positive Washback
CHAPTER SIX CONCLUSION
6.1 Major Findings
6.2 Suggestions to Promote Positive Washback of NMET Continuation Task
6.2.1 Distributing Teaching Time Reasonably
6.2.2 Using Teaching Materials Creatively
6.2.3 Providing Quality Writing Teaching Training for Senior High School English Teachers
6.2.4 Developing a New Writing Teaching Mode
6.2.5 Consolidating Students’ Motivation in Continuation Task Learning
6.2.6 Developing a System of Writing Strategies for Students
6.2.7 Lessening the Exam-Oriented Anxiety of Teachers and Students
6.3 Research Limitations
6.4 Suggestions for Future Study
REFERENCES
APPENDIXES
ACKNOWLEDGEMENTS
【参考文献】：
期刊论文
[1]内容要创造 语言要模仿——有效外语教学和学习的基本思路[J]. 王初明. 外语界. 2014(02)
[2]“读后续写”提高高中生英语写作水平[J]. 史海蓉. 现代教学. 2013(11)
[3]读后续写——提高外语学习效率的一种有效方法[J]. 王初明. 外语界. 2012(05)
[4]外语教学三大情结与语言习得有效路径[J]. 王初明. 外语教学与研究. 2011(04)
[5]语言测试的社会学思考[J]. 杨惠中,桂诗春. 现代外语. 2007(04)
[6]论语言测试的反拨作用[J]. 陈晓扣. 解放军外国语学院学报. 2007(03)
[7]语言测试的反拨作用与语言测试设计[J]. 李绍山. 外语界. 2005(01)
[8]语言测试反拨效应研究概述[J]. 黄大勇,杨炳钧. 外语教学与研究. 2002(04)
[9]语言测试:理论、实践与发展[J]. 韩宝成!100089. 外语教学与研究. 2000(01)
硕士论文
[1]高考英语写作测试对高中英语写作教学的反拨作用研究[D]. 苏春燕.内蒙古师范大学 2017
[2]高考英语写作测试（江西卷）对江西高中英语写作教学的反拨作用研究[D]. 邬小琴.江西师范大学 2010
[3]中考英语测试对初中英语教学的反拨效应研究[D]. 曾艳.华中师范大学 2008
本文编号：3382550
【文章来源】：杭州师范大学浙江省
【文章页数】：169 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 Research Questions
1.3 Significance of the Study
1.4 The Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 The Continuation Task
2.1.1 The Definition of Continuation Task
2.1.2 The mechanism of Continuation Task: Alignment
2.1.3 The Skills and the Requirements of ECS for Continuation Task
2.2 Washback
2.2.1 Definitions of Washback
2.2.2 Mechanism and Models of Washback
2.2.3 Nature of Washback: Positive Washback and Negative Washback
2.2.4 Factors Influencing the Nature of Washback Effects
2.2.5 Proposals to Promote Positive Washback
2.2.6 Previous Theoretical and Empirical Studies of Washback
CHAPTER THREE METHODOLOGY
3.1 Research Questions
3.2 Participants
3.3 Resign Design
3.4 Instruments
3.4.1 Questionnaires
3.4.2 Interviews
3.4.3 Classroom Observations
3.5 Research Procedure
3.5.1 Step One: Drafting, Distributing and Collecting the Questionnaires
3.5.2 Step Two: Drafting and Conducting the Interview
3.5.3 Step Three: Designing classroom observation Table and Implementing Observation
3.5.4 Step Four: Analyzing the Overall Data
CHAPTER FOUR RESULTS AND ANALYSIS
4.1 Results & Analysis of Data from Teachers’ Questionnaire
4.1.1 Teaching Behaviors
4.1.2 Teaching Attitudes
4.1.3 Teaching Motivations
4.2 Results & Analysis of Data from Students’ Questionnaire
4.2.1 Learning Behaviors
4.2.2 Learning Attitudes
4.2.3 Learning Motivations
4.3 Results & Analysis of Data from Teachers’ Interview
4.3.1 Attitudes toward Continuation Task
4.3.2 Steps and Activities of Teaching Continuation Task
4.3.3 Differences in Teaching Continuation Task
4.3.4 Difficulties of Students Writing Continuation Task
4.3.5 Consciousness of Writing Assessment of Continuation Task
4.4 Results & Analysis of Data from Students’ Interview
4.4.1 Attitudes toward Continuation Task
4.4.2 Steps and Classroom Activities of Learning Continuation Task
4.4.3 Differences in Learning Continuation Task
4.4.4 Difficulties of Writing Continuation Task
4.4.5 Consciousness of Writing Assessment of Continuation Task
4.5 Results & Analysis of Data from classroom observations
4.5.1 Teaching Materials and Teaching Content
4.5.2 Teaching Length
4.5.3 Teaching Methods and Teaching Activities
CHAPTER FIVE DISCUSSION
5.1 Discussion on Research Question One
5.1.1 The Washback of CT on Teachers’ Conceptions
5.1.2 The Washback of CT on Teachers’ Behaviors
5.2 Discussion on Research Question Two
5.2.1 The Washback of CT on Students’ Conceptions
5.2.2 The Washback of CT on Students’ Behaviors
5.3 Discussion on Research Question Three
5.3.1 Positive Washback on Writing Teaching and Learning
5.3.2 Negative Washback on Writing Teaching and Learning
5.3.3 Major Factors as the Hindrance to the Positive Washback
CHAPTER SIX CONCLUSION
6.1 Major Findings
6.2 Suggestions to Promote Positive Washback of NMET Continuation Task
6.2.1 Distributing Teaching Time Reasonably
6.2.2 Using Teaching Materials Creatively
6.2.3 Providing Quality Writing Teaching Training for Senior High School English Teachers
6.2.4 Developing a New Writing Teaching Mode
6.2.5 Consolidating Students’ Motivation in Continuation Task Learning
6.2.6 Developing a System of Writing Strategies for Students
6.2.7 Lessening the Exam-Oriented Anxiety of Teachers and Students
6.3 Research Limitations
6.4 Suggestions for Future Study
REFERENCES
APPENDIXES
ACKNOWLEDGEMENTS
【参考文献】：
期刊论文
[1]内容要创造 语言要模仿——有效外语教学和学习的基本思路[J]. 王初明. 外语界. 2014(02)
[2]“读后续写”提高高中生英语写作水平[J]. 史海蓉. 现代教学. 2013(11)
[3]读后续写——提高外语学习效率的一种有效方法[J]. 王初明. 外语界. 2012(05)
[4]外语教学三大情结与语言习得有效路径[J]. 王初明. 外语教学与研究. 2011(04)
[5]语言测试的社会学思考[J]. 杨惠中,桂诗春. 现代外语. 2007(04)
[6]论语言测试的反拨作用[J]. 陈晓扣. 解放军外国语学院学报. 2007(03)
[7]语言测试的反拨作用与语言测试设计[J]. 李绍山. 外语界. 2005(01)
[8]语言测试反拨效应研究概述[J]. 黄大勇,杨炳钧. 外语教学与研究. 2002(04)
[9]语言测试:理论、实践与发展[J]. 韩宝成!100089. 外语教学与研究. 2000(01)
硕士论文
[1]高考英语写作测试对高中英语写作教学的反拨作用研究[D]. 苏春燕.内蒙古师范大学 2017
[2]高考英语写作测试（江西卷）对江西高中英语写作教学的反拨作用研究[D]. 邬小琴.江西师范大学 2010
[3]中考英语测试对初中英语教学的反拨效应研究[D]. 曾艳.华中师范大学 2008
本文编号：3382550
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