青少年英语口试中的“公式化语言”现象及其教学文化反思

The Phenomenon of “Formulaic Language” in English Oral Examinations for Teenagers and Its Reflections on Teaching Culture

摘要: 青少英语学习者在初阶、进阶、高阶不同能力层级的考试中都存在一些共性问题，尤其是“公式化语言”现象。初阶的主要问题为背诵式应答，进阶为剧本化互动，高阶则主要是词汇炫技与思维空心并存。“测试反拨效应”与考生“策略性能力”是以上问题存在的理论基础。解决考试中的“公式化语言”现象的关键是以考试的交际任务逻辑赋能考试备考和口语能力提升工作。

Abstract: Some common problems, especially the “Formulaic Language” phenomenon among adolescent English learners in oral assessments exist across three proficiency levels: elementary, intermediate and advanced. At the elementary level, the primary problem is rote memorization responses, at the intermediate level, scripted interaction prevails and the advanced level is marked by ostentatious vocabulary alongside meaningless expression. The “Test Washback Effect” and Candidates’ “Strategic Competence” constitute the theoretical underpinnings of this phenomenon, for which concrete pathways are proposed to empower oral-exam preparation and oral proficiency through the original communicative-task logic of assessments.