Teaching English to the Test: Why Does Negative Washback Exist within Secondary Education in Bangladesh?
Teaching English to the Test: Why Does Negative Washback Exist within Secondary Education in Bangladesh?
复制标题
DOI：
10.1080/15434303.2020.1717495
复制
发表时间：
2020-01-29
影响因子：
2.9
通讯作者：
Hamid, M. Obaidul
中科院分区：
文献类型：
--
作者：
Ali, Md. Maksud;Hamid, M. Obaidul
本文报道了一项研究，该研究旨在探索对孟加拉国中学英语教学（ELT）产生负面反拨效应的因素。十二名中学教师进行了访谈，以了解他们的观点，哪些因素影响他们的教学选择。访谈数据得到了二手材料的补充，包括官方文件、媒体资源和非政府组织报告。利用大量的反拨效应研究和实证数据，我们构建了一个论点的基础，即考试外部的社会政治和背景因素可能会在塑造反拨效应的性质方面发挥重要作用。有人建议，强调测试教学的因果关系可能过于简单化，因为语言教学可能不仅受到评估因素的影响，而且还受到测试和教学所嵌入的社会心理，政治，经济和数据驱动的问责制因素的复杂影响。这些见解对语言测试和评估的学者，政策制定者，程序设计者和管理者在语言测试被认为会对语言教学产生负面影响的背景下具有启示意义。
This article reports on a study that was carried out to explore the factors that contribute to a negative washback effect on English language teaching (ELT) in secondary schools in Bangladesh. Twelve secondary school teachers were interviewed to understand their perspectives on which factors influenced their pedagogical choices. The interview data were supplemented with secondary material, including official documents, media resources, and NGO (non-government organisation) reports. Drawing on a body of washback research and the empirical data, we constructed the basis for the argument that test-external socio-political and contextual factors may play a substantial role in shaping the nature of washback. It is suggested that emphasising a testing-teaching causal relationship may be overly simplistic, as language teaching may be affected not only by assessment factors but also by a complex of social-psychological, political, economic, and data-driven accountability factors in which testing and teaching are embedded. These insights have implications for scholars in language testing and assessment, policy makers, program designers, and managers in contexts where language tests are believed to affect language instruction negatively.