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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-25编辑:lgg点击率:7545
论文字数:38620论文编号:org201404251104279462语种:英语 English地区:中国价格:$ 66
摘要:The study of washback TEM-4 on students’ out-of-class English learning issupposed to be significant to the validation process of the test per se. The validity of atest, in traditional and general terms, is the extent to which a test accurately measureswhat it is intended to measure 。
Chapter Two Literature Review
2.1 The definition of washback
Washback usually refers to the influence of testing on teaching and learning. Thefirst formal definition of this term can be traced back to Alderson and Wall (1993), intheir influential article “Does Washback Exist?” they define washback as the influenceof testing on teachers and learners which results in them doing things “they would notnecessarily otherwise do because of the test” (p. 117). Pearson explains why thisparticular word was coined to describe this phenomenon: “public examinationsinfluence the attitudes, behaviours, and motivations of teachers, learners and parents,and because examinations often come at the end of a course, this influence is seenworking in a backward direction, hence the term ‘washback’” (1988: 98). The term“impact” has been used synonymously with “washback” by some researchers (e.g., Wall& Horák, 2008); however, the majority of researchers prefer to differentiate them. Thereare still two different views about the difference: 1) “Washback” is regarded as onedimension of “impact”. It only refers to the effects of testing on teaching and learningwhile impact describes any influence of testing in society (Hamp-Lyons 1997, 1998;Bachman & Palmer, 1996; Wall, 1997; Shohamy, 2001a; Saville, 2010). 2) “Washback”and “impact” are seen as separate concepts related respectively to the micro (teachingand learning) and the macro (education system and society at large) levels of contexts(McNamara, 2000; Hawkey, 2006; Hawkey, Thompson & Turner, 2006).
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2.2 Washback dimensions
Washback research to date has frequently proved that this phenomenon isextremely complex. One aspect of its complexity lies in the fact that researchers couldinterpret it from different points of view. A review of the literature indicates that themost frequently concerned dimensions of washback are its intensity, value andintentionality.Washback could be seen as strong or weak in terms of its intensity. According toCheng (1997, 2005), washback intensity means the degree of washback effects in onearea or in a number of areas in teaching and learning affected by a test. Theoretically, ifa test has extremely strong washback, it will influence every teacher and student as wellas everything about teaching and learning; on the other hand, if a test has only weekwashback, it will influence only some of the teachers and students as well as only someaspects of teaching and learning (Watanabe, 2004a). The literature indicates that most ofthe washback effects found so far are not so strong enough to influence all teachers andstudents as individual and contextual factors are likely to influence the realization ofwashback (see e.g., Watanabe, 1996, 2004b; Alderson and Hamp-Lyons, 1996; Burrows,2004; Gu, 2007a, 2007b). In addition, the literature suggests that tests generally exertstronger washback on the content than o本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。