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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。
This paper deals with the empirical research on the after-effects of high-risk English tests in foreign language scenarios from the 1990s to the present. Based on the three-point model of Hughes, the author divides the study into three categories: learning attitude and thinking, learning process and learning outcomes. Literature analysis found that the researchers concerned about the examination of students attitudes and attitudes toward learning after the effect, and that its complex and diverse. However, there are still few studies on the after-effects of the examination on the learning process and results, and many related research questions are urgently answered. At the same time, some scholars try to come up with a complete model to explain the after-effect mechanism of exams in learning, but the model lacks the expected validity. Based on the status quo analysis, the author proposes three follow-up research directions.