“全国大学英语四、六级考试(CET)对大学英语教学的反拨效应实证研究”是CET考试委员会2002年的立项课题。其目的是研究CET对大学英语教学的影响。本文为其研究成果之一。本文作者采用课堂观察、录像和课堂记录等手段,对三位大学英语教师的课堂教学进行了深入细致的定性和定量分析。定性分析的内容包括教师的学期和单元教学计划、上课的进程和处理同一教学任务的方法、对CET4的态度以及课堂教学的氛围等;定量分析的内容包括教师课堂上使用英语的情况、课堂讲解的时间、师生课堂话语转换的轮次与形式、学生课堂的英语产出等。结果表明:大学英语课堂教学的主要特征是以教材为主、以教师为中心。CET对大学英语课堂教学的影响除第四学期最后一个月外没有人们想象的那么大。而教师个体在教学投入、英语水平、教学内容、教学方法、教学态度等方面的差异对课堂教学的影响超过了CET的影响。 “Empirical Study on the Counter-Dialing Effect of CET CET on College English Teaching” is the subject of CET Examination Committee’s 2002 project. Its purpose is to study the impact of CET on college English teaching. This article is one of the research results. The author uses classroom observation, video recording and classroom recording and other means to conduct a detailed and qualitative qualitative and quantitative analysis of the classroom teaching of three college English teachers. Qualitative analysis includes the semester and unit teaching plan of teachers, the process of teaching and the method of handling the same teaching task, the attitude to CET4 and the atmosphere of classroom teaching. The quantitative analysis includes the use of English in teachers’ classrooms, Of the time, teacher-student classroom discourse conversion rounds and forms, students’ English output and so on. The results show that the main features of college English classroom teaching are mainly textbooks and teachers. The impact of CET on college English classroom teaching is not as big as anyone imagined except in the last month of the fourth semester. However, the influence of teachers’ individual differences in teaching, teaching level, teaching content, teaching methods and teaching attitudes on classroom teaching outweighs the influence of CET.