英语口试对初中英语教学的反拨作用.doc

题　目
On The Washback Effect of the Oral English Test for Junior High School’s English Teaching
英语口试对初中英语教学的反拨作用

南宁市天桃实验学校
英语教师
雷畅

2014年12 月

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Contents
Abstract 1
1 Introduction 1
1.1 Current Situation of Oral English Test 1
1.2 Significance of the Present Study 2
1.3 Structure of the Thesis 3
2. Literature Review 3
2.1 The Concept of Washback 3
2.2 Previous Studies of Washback 4
2.2.1 Previous Studies of Washback Abroad 4
2.2.2 Previous Studies of Washback at Home 4
3. Research Design 5
3.1 Subjects 5
3.2 Instruments 5
3.3 Purposes of the Survey 7
3.4 Procedures 7
4. Result Analysis and Discussion 8
4.1 Analysis of the Questionnaire Results 8
4.2 Analysis of Class Observation 9
4.3 Analysis of Individual Interview 10
4.4 Main Findings and the Reasons 11
4.5 Problems in Spoken English Teaching 12
4.5.1 Subjective Factors 12
4.5.2 Objective Factors 12
5. Suggestions for the Further Research and Further Oral English Teaching 13
5.1 Suggestions for the Further Oral English Teaching 13
5.2 Suggestions for the Further Research 15
6. Conclusion 15
Bibliography 16

英语口试对初中英语教学的反拨作用
On The Washback Effect of the Oral English Test for Junior High School’s English Teaching
Lei-Chang
Abstract: Oral English test is one of significant part of junior high school’s English teaching. It is necessary to systematically enhance the development of oral English test to improve junior high school students’ oral communicative competence. Washback plays an important role in language testing and yet there has been little theoretical or empirical study of it in our country. In view of this, this paper is intended to establish a rational procedure and a comprehensive model for the study of washback, on the basis of an in-depth analysis and discussion of dimensions of washback conceptualization, aspects of teaching and learning affected by a test, and factors mediating washback. And then the thesis discusses the reasons of the existence problem in current oral English test and provides further suggestions for them.
Key words: washback effect; English teaching; oral English test

英语口试对初中英语教学的反拨作用
雷 畅

[摘 要] 口语测试是中学英语教学活动的重要组成部分之一.所以很有必要去推进英语口语测试的实施。反拨作用在语言测试研究中占有极其重要的地位，但是目前国内对反拨作用的研究无论是在理论还是实证方而都还十分匮乏，尤其是缺乏一个反拨作用研究的理论模型。鉴于此，我们对反拨作用的概念层而、语言测试对教与学各方而的影响、促进反拨作用的各种因素进行了探讨，并在此基础上建立起反拨作用研究程序和综合理论模型。
[关键词] 反拨作用；英语教学；英语口语测试
1 Introduction
1.1 Current Situation of Oral English Test
Liu (2000) argued, "Among the four skills of listening, speaking, reading and writing, speaking has a special status in learning a foreign language, because the ultimate target of learning a foreign language is to use the language as a tool for communication and this kind of communication should first refer to oral communication." In his opinion, a scientific language test should measure students' communicative competence.
Without oral tests, any kind of language test is far from perfect and scientific. In short, oral English test is the examination which uses the way of oral expression to test students’ fluency of language. Although our Chinese students have learned English since they entered primary school, even kindergarten，their spoken language expression ability is not good. What they have learned is just to cope with English test instead of talking with others in English fluently. That is damage to English education, so in recent years many countries have put more attention to oral English teaching in junior high school. Until now, many provinces in our country are tempting to add oral English test to add oral English test to the senior high school entrance examination. For example, the oral English test of Dongguan has been introduced and implemented in Guangdong Province Education Bureau since 2006 as a part of senior high school entrance examination of English. According to the syllabus for senior high school entrance examination (2006), the ultimate target of this oral test is to improve students' comprehensive communicative competence and facilitate the innovation of oral English teaching. The result of oral English test is used for senior high schools to select their students. So far, it has been implemented for about eight years. There is rich experience from the test to contribute to the effective implement. It has strong positive effects on English teaching and learning, particularly at the earlier stage of its implementation.
1.2 Significance of the Present Study
Washback was usually considered the degree of effect of a test about teaching and learning. With the development of economy and the entry of WTO, the international exchanges and cooperation are more and more extensive. English has become an international language. The goal of learning a language is to apply in real life, so oral communication in English is more and more important. The goal of junior high school English teaching is to cultivate students' ability of using comprehensive language. It is based on language skills, language knowledge, emotional attitude, learning strategies and cultural awareness (Gao Peng, 2000). The new curriculum standard(the Ministry of Education，2003) has specific provisions for the above five aspects. Besides, language skills include listening, speaking, reading and writing and the comprehensive ability to use these four skills.
A test of spoken English is an organic part of the whole English teaching system. On one hand, English is an important subject in fundamental education. Oral English test is an important part of English teaching system. The test is good for promote students learning enthusiasm and teachers effective teaching. On the other hand, the reform of teaching theory must influence the updating of testing theory and method, meanwhile, the change of testing theory and method must lead to the transformation of teaching theory. Oral test not only improves the students' language knowledge and the ability of spoken English, but also helps to improve students' ability to use language. It can let English become the second communicative language of students.
Since the senior high school entrance exam does not contain oral English test, junior high school’s English teaching often ignore the cultivation of oral communicative competence. And because of the influence of test-oriented education, the education in school just focuses on the comprehension of language, and neglect the cultivation of communication. That causes the students who under this education to be better at writing than speaking. Compared with the ability of written expression and reading comprehension, oral communication’s ability of students is generally low. In order to completely change the situation of English teaching in our country and to promote the quality of English teaching, to bring oral English test into senior high school entrance examination is important to further English teaching. (An Fuyong, 2004) Oral English test in high school plays a significant role in high school English teaching reform. And it is important to research the way to develop the ability of oral communication.
1.3 Structure of the Thesis
This thesis consists of five chapters. Chapter one is to introduce oral English Test’s current circumstance. This part presents the research background, and it contains the presentation of this oral test and the significance of the students. Chapter Two is literature review. This part reviews some researches into washback and provides the theoretical framework for the study and confirms the research direction. Chapter Three is research design. This chapter contains research subjects, instruments, research questions, data collection and data analysis. Chapter Four is results and discussion. The results collected from teacher questionnaire and teachers' interview, are first analyzed and then major findings are attained in this part. At last, according to the major findings, implications for educational administrators and testing administrators are given to promote the positive washback effect of the test. Chapter Five is conclusion. It includes a conclusion of major findings and signification and some suggestions for the further studies of the similar topic.
2. Literature Review
2.1 The Concept of Washback
Various definitions of washback can be found in literature. Buck (1988)，a famous linguist believes that there is a natural tendency to change teaching activities in need of adjusting the test, especially when the test is so significant to students’ future and teachers’ evaluation. The influence of testing on teaching activities was called washback effect by him.
The washback effect of oral test means the influence of oral testing on language teaching (Alderson, J.C & Wall, D 1993). The attention of it can trace back to the unsatisfied emotion caused by the new test form which implemented by Oxford University in 1802. But the concerned theory and empirical research of washback effect got rapid development until 1980s. Swain (1985) put forward that test designers should “work for washback”; Popham (1987) advance a theory that “measurement driven instrument”. He believed that significant test can improve the quality of teaching. Morrow (1986) even come up with the concept called “ washback validity ”, that is, the primary criterion of validity should be observed the intended washback to what extent confirmed on practice. While Madaus (1987), who didn’t agree with Pophan’s conception and thought that the higher risk of the test, the more possible to get tortuous in teaching procedure.
Thus, washback effect can also be divided into positive aspect and negative aspect. Washback is generally considered to exist in education. It clearly has something to do with the effect of external testing on the teaching and learning processes in language classrooms. So we can see that washback mainly refers to the effect on teaching and learning in language classrooms.
2.2 Previous Studies of Washback
2.2.1 Previous Studies of Washback Abroad
In 1990s, the theory and empirical study of washback became deeper and more systematic. Alderson & Wall (1993) raised 15 “Washback hypotheses”; Hughes (1993) proposed 3 methods of washback effect that contains objects, procedure, and summary. What is more, Bailey (1996) designed a flow chart about how washback taking effect. Shohamy; Donitsa& Ferman (1996) studied wash back’s time efficiency. Cheng (2004) presented preliminary research findings on the washback effect of the Hong Kong Certificate of Education Examination in English in Hong Kong secondary schools, using questionnaires, interviews, and classroom observations. She found that washback effect worked quickly in effecting changes in teaching material and slowly with difficulties in teaching methods. Class activities changed, but teachers' teaching approaches did not change much.
From what has been discussed above, we can notice most researchers used a descriptive research method to gather data. Their main research orientation was the washback effect on English teaching. They mainly groped for how the exam impacted on English teaching, negatively or positively.
2.2.2 Previous Studies of Washback at Home
Although experts of foreign language test area are increasingly interested in, the domestic researches on washback are relatively backward. There is still lack of influential researches in China. Li Shaoshan (2005) from a theoretical point of view elaborated backwash relationship of action and language testing design; Jin Yan (2000), and Tang Xiongying (2005) respectively studied the Chinese college entrance examination English exam, the oral tests of CET-4 and CET-6 level.
Li Shaoshan (2005) stated the relationship between washback and language teaching design. Tang Xiongying (2005) explored the aftereffect caused by CET-4. The researcher collected the data from the examinees and teachers and found the implementation of SET or CET has a great effect on teachers and students and has a positive washback effect on the English teaching in the classroom. Huang Liyan (2006) studied the washback effect of a high-stake oral test in Guangzhou. This paper presents preliminary research findings related to the washback effects of the oral test on teaching. The study discusses the six aspects of the nature of the washback effects of the English oral test and shows that washback is a complex phenomenon and it can be conceptualized via a multi-dimensional model.
In summary, some scholars have done studies of the washback effect of some high-stakes tests, which paved way for the writer's current research. But, as for the study about the washback of oral English test in Nanning Guangxi, the research about that is not so mature so far. So it must be full of challenge but excitement. The present study is aimed at exploring the washback effect of oral English test on high school’s English teaching.
3. Research Design
3.1 Subjects
The research was carried out in No.37 Junior middle school of Nanning. The subjects of the research are 80 students of grade 7, grade 8 and grade 9. One hundred of them were chosen by random sampling. They have learned English for 7 years, so they have a certain command of English and the ability of oral English communication. Because the Senior high school entrance examination’s scores of No.37 Junior middle school are higher than that of many other schools in Nanning, the students of this school have a better learning foundation. Besides, they have received training of spoken English for 7 years, and they have taken part in the oral English tests in their school. What is more, other subjects of the study are 20 English teachers of the school. They have taught English for several years, and some of them have quite some experience of oral English teaching,
3.2 Instruments
There are three types instruments used in the thesis: questionnaire survey, record of class observation and teachers interview table. The questionnaire for students includes 14 questions, 2 of which are open-end questions and 12 of them are closed-end questions. Two questions among them concerns the influence of oral English test on learners’ English learning, and three of them are related to the attitudes towards learning evaluation and their learning content as well as way of learning. Besides, the questionnaire for teachers includes 12 questions. There are also 2 open-end questions and 10 closed-end questions.
And to make the research reliable, the record of class observation was adopted to analyze the real class teaching and the time division.
To better understand teachers’ view of oral English test in junior high school, the writer decided to choose the structured interview. To make it valid enough, interviews were examined by some English teaching teachers from junior high school. Besides, two teachers were also given the piloted interviews concerning about the main