📚 2026 CIE A Level English Exam Changes and Trends | 2026年CIE A Level英语考试变化与趋势
The 2026 Cambridge International A Level English examinations mark a significant turning point for both English Language (9093) and Literature in English (9695). As syllabuses are refreshed to reflect contemporary academic and global priorities, students preparing for the 2026 series can expect revised assessment structures, updated text lists, and a sharper focus on critical digital literacy. Understanding these changes now will help Year 13 learners align their study strategies with the new demands of the exam.
2026年剑桥国际A Level英语考试对英语语言（9093）和英语文学（9695）而言都是一个重要的转折点。随着课程大纲为反映当代学术与全球趋势而更新，备战2026年考试的学生将面临调整后的评估结构、更新的阅读书目，以及对批判性数字素养的强化关注。尽早了解这些变化，能帮助Year 13的学生调整学习策略，以适应新的考试要求。
1. New Syllabus Codes and First Examination in 2026 | 新大纲代码与2026年首次考试
For both English Language and Literature, Cambridge International has confirmed that revised syllabuses will be examined for the first time in June 2026. The updated English Language syllabus (9093) will fully replace the previous version from the 2026 summer series. Similarly, Literature in English (9695) will see its new specification examined, with no carry-over of old component options. Teachers and candidates must use the syllabus documents dated 2024 onwards and the new specimen papers.
剑桥国际已确认，英语语言与英语文学的修订版大纲将首次在2026年6月的考试中启用。更新后的英语语言大纲（9093）将从2026年夏季系列起完全取代旧版本。同样，英语文学（9695）的新大纲也将实施考试，旧的试卷组合将不再沿用。教师与考生必须使用2024年版及之后的大纲文件，以及全新的样卷。
An important procedural change is the introduction of a common administrative code structure across all language and literature subjects. This means that entries for 9093 and 9695 will now follow a unified format, reducing registration errors. Candidates should check with their centre that they are registered for the correct syllabus version to avoid sitting an outdated paper.
一项重要的程序性变化是所有语言与文学科目引入了统一的管理代码结构。这意味着9093和9695的报名将遵循统一格式，减少注册错误。考生应与考试中心确认自己已按正确的大纲版本报名，以免参加已淘汰的试卷。
2. Redesigned Assessment Objectives for 9093 English Language | 英语语言9093评估目标的重新设计
The new English Language syllabus reframes all four assessment objectives (AOs) to place stronger emphasis on context, audience, and the impact of digital technology. AO1 now specifically includes analysis of multimodal texts, while AO3 requires candidates to evaluate how language choices shape meaning in both print and digital environments. These changes reflect the reality that most contemporary communication is digital.
新的英语语言大纲重新定义了全部四个评估目标（AO），更加强调语境、受众和数字技术的影响。AO1现在明确包含多模态文本分析，而AO3要求考生评估语言选择如何在印刷与数字环境中塑造意义。这些变化反映了当代交流大多为数字形式的现实。
The weighting of AOs has also shifted. AO2 (language varieties and change) now carries 30% of the total marks, up from 25%, highlighting the importance of understanding global Englishes, sociolects, and diachronic change. Meanwhile, AO4 (language investigation) remains a key component but will be assessed exclusively through the non-exam assessment (NEA), known as the Language in Action project.
各个AO的权重也有所调整。AO2（语言变体与变迁）现占总分的30%，高于此前的25%，凸显了理解全球英语、社会方言及历时性变迁的重要性。同时，AO4（语言调查）仍是关键内容，但将完全通过非考试评估（NEA），即“语言在行动”项目来考查。
3. Updated Text Lists for Literature in English 9695 | 英语文学9695阅读书目更新
The 2026 Literature in English syllabus features a substantially revised set text list. Post-1900 poetry and prose selections have been expanded to include more women writers, authors from the Caribbean and South Asia, and texts that explore identity politics and eco-literature. For instance, new additions for Paper 5 (Shakespeare and other pre-20th-century texts) include Aphra Behn's Oroonoko and more non-canonical Renaissance plays.
2026年英语文学大纲的指定书目经过了大幅修订。1900年以后的诗歌与散文选篇范围扩大，纳入了更多女性作家、加勒比与南亚地区的作家，以及探索身份政治与生态文学的文本。例如，试卷5（莎士比亚及其他20世纪前文本）的新增书目包括阿芙拉·贝恩的《奥鲁诺克》，以及更多非经典文艺复兴戏剧。
Importantly, every prescribed text now includes a global perspectives focus, and exam questions will explicitly invite candidates to consider cultural contexts beyond Britain. The 2026 list also replaces several long-standing fixtures, such as the removal of certain 19th-century novels, to make room for contemporary graphic novels and spoken-word poetry collections. Candidates must select from the new list only; overlapping study with older cohorts is not recommended.
重要的是，每部指定文本现在都带有全球视角的侧重，试题将明确邀请考生考虑英国之外的文化语境。2026年书目还替换了几部长期存在的核心作品，例如移除了某些19世纪小说，为当代图像小说和口语诗集腾出了空间。考生必须仅从新书目中选读；与过去年级同学交叉学习不可取。
4. Paper 3 in English Language: Digital and Multimodal Texts | 英语语言试卷3：数字与多模态文本
A brand-new Paper 3, 'Text and Discourse in a Digital World', replaces the former Paper 3 (Text Analysis). In this paper, candidates analyse a range of unseen digital and multimodal texts— including social media threads, online news commentaries, podcasts transcripts, and data visualisation infographics. The task will require comparing how different digital platforms shape the same information and how audience interaction is designed.
一张全新的试卷3——“数字世界中的文本与话语”取代了原来的试卷3（文本分析）。在该试卷中，考生将分析一系列未读过的数字与多模态文本，包括社交媒体话题串、在线新闻评论、播客文字稿以及数据可视化信息图。任务要求比较不同数字平台如何塑造同一条信息，以及如何设计受众互动。
This change addresses a long-standing gap in CIE English Language assessment: the lack of authentic digital textual analysis. Students will now need to be familiar with concepts such as discourse communities, affordances of digital platforms, and the grammar of visual design. Practice with real online texts, moderated for age appropriateness, becomes essential for high performance in this paper.
这一变化填补了CIE英语语言评估中长期存在的一个空白：缺少真实的数字文本分析。学生现在需要熟悉话语社区、数字平台的可供性以及视觉设计语法等概念。为了在该试卷中取得高分，使用经年龄适宜性审核的真实在线文本进行练习变得至关重要。
5. Paper 4 in English Language: Global English and Change | 英语语言试卷4：全球英语与变迁
Paper 4 (Language Topics) has been retitled 'Global English and Language Change' and now integrates topics that were previously optional, such as English as a global language and language acquisition. A compulsory section on World Englishes requires candidates to discuss the status of English in postcolonial societies, including issues of linguistic imperialism and ownership. This reflects a shift in the discipline towards decolonising the curriculum.
试卷4（语言专题）现已更名为“全球英语与语言变迁”，整合了以往可选的一些主题，如英语作为全球语言和语言习得。一个关于世界英语的必答部分要求考生讨论后殖民社会中英语的地位，包括语言帝国主义和语言所有权等问题。这体现了学科向课程去殖民化方向的转变。
Another new requirement is the inclusion of a synchronic and diachronic perspective on a language change issue. Candidates might, for example, compare 21st-century internet slang with 20th-century advertising language, showing how cultural shifts drive lexical and grammatical developments. The use of corpus linguistics data and timeline illustrations in answers is encouraged by the mark scheme.
另一项新要求是，需要对某一语言变迁问题同时提供共时和历时视角。例如，考生可以将21世纪的网络俚语与20世纪的广告语言进行比较，展示文化变迁如何推动词汇和语法的发展。评分方案鼓励在答案中使用语料库语言学数据和时间线图示。
6. Non-Exam Assessment (NEA) Reforms for 9093 | 英语语言9093非考试评估（NEA）改革
The Language in Action NEA component now carries a higher weighting (25% of the A Level, up from 20%) and demands a more rigorous language investigation. Candidates must submit both an original writing piece with a commentary and an in-depth study of language use in a specific community of practice. The investigation must now include primary data collection, such as interviews, recordings, or digital corpus sampling.
“语言在行动”这一非考试评估模块的权重现在更高（占A Level成绩的25%，高于此前的20%），并要求进行更严格的语言调查。考生须提交一份原创写作及评论，以及一份对特定实践共同体中语言使用的深度研究报告。调查现在必须包含一手数据收集，如访谈、录音或数字语料库采样。
A key change is that the NEA theme must connect to either digital communication or language diversity, tying it to the core exam papers. The moderation process has also become more structured, with centre-assessed grades subject to external moderation sampling based on a new rubric that emphasises originality and ethical research practice. This reduces reliance on secondary sources alone.
一个关键变化是，NEA主题必须与数字传播或语言多样性相关联，从而与核心笔试试卷挂钩。评审过程也变得更加结构化，中心评估的成绩将根据一套强调原创性与研究伦理的新评分标准接受外部抽样审核。这减少了对二手资料的依赖。
7. Literature: New Paper Formats and Comparative Focus | 文学：新试卷格式与比较分析重点
For Literature in English, Paper 3 (Poetry and Prose) and Paper 4 (Drama) now each include a mandatory comparative question that links two texts from different periods or traditions. This pushes students beyond isolated text analysis to broader thematic and stylistic connections. The unseen element remains, but it now appears earlier in each paper to test candidates' immediate critical reading skills.
在英语文学方面，试卷3（诗歌与散文）和试卷4（戏剧）现在各包含一道必答的比较题，要求将不同时期或传统的两部作品联系起来。这将学生从孤立的文本分析推向更广泛的主题与风格联系。未读文本分析题仍然存在，但已在每张试卷靠前的位置出现，以考查考生的即时批判性阅读能力。
The weighting of critical essays has been adjusted: close reading tasks now account for 40% of the marks, while comparative and contextual essays make up 60%. This change encourages students to see literary texts as part of a living conversation rather than as static objects. Moreover, open-book sections have been introduced for parts of Paper 5, allowing clean copies of set texts in the exam room for the first time.
批评性论文的权重有所调整：文本细读任务现占总分的40%，而比较分析与语境分析论文占60%。这一变化鼓励学生将文学文本视为活态对话的一部分，而非静态客体。此外，试卷5的部分内容引入了可携带教材的单张试卷，首次允许考生在考场使用干净无笔记的指定文本。
8. Digital Literacy and Media Integration Across Papers | 跨试卷的数字素养与媒体整合
A conspicuous trend across both English Language and Literature is the integration of media and digital literacy as a cross-curricular skill. Candidates are expected not only to analyse language in traditional genres but also to demonstrate an awareness of how social media platforms, algorithms, and user-generated content shape discourse. This appears in stimulus materials and in the NEA investigation options for both subjects.
英语语言与英语文学的一个显著趋势是媒体和数字素养作为跨学科能力的整合。考生不仅需要分析传统体裁的语言，还需展示对社交媒体平台、算法和用户生成内容如何塑造话语的认识。这体现在两个科目的刺激材料与NEA调查选题中。
For Literature, this trend means that exam questions might ask how a novel’s adaptation on a streaming platform changes its characterisation, or how online fan fiction communities re-interpret a canonical text. While the core is still literary analysis, the contextual lens now explicitly includes digital culture. Students should practice applying literary theories to contemporary media forms.
对文学而言，这一趋势意味着试题可能会问，一部小说在流媒体平台上的改编如何改变了人物刻画，或在线同人小说社区如何重新解读经典文本。虽然核心仍是文学分析，但语境视角现在明确包含了数字文化。学生应练习将文学理论应用于当代媒介形式。
9. Assessment of Spoken English and Performance | 英语口语与表演的评估变化
While the separate Speaking and Listening endorsement for English Language remains, the criteria have been updated to reflect authentic interactive communication. Candidates now engage in a structured discussion based on a research topic and a follow-up conversation that assesses spontaneous language use. The endorsement is still reported separately but now contributes to the overall grade descriptor for university entrance clarity.
虽然英语语言的口语与听力单独认证仍然保留，但其标准已更新为反映真实的交互性沟通。考生需根据一个研究主题进行结构化讨论，并完成一次评估即兴语言运用的后续对话。该认证仍单独报告，但现在为大学入学提供了更明确的成绩等级描述参考。
In Literature, there is a new optional creative performance component within the school-based syllabus option (component 6). Students may present a dramatic monologue, a recitation with commentary, or a digital storytelling piece. This allows learners who are more performative to showcase their understanding through modes beyond the traditional closed-written exam.
在文学科目中，校内大纲选项（试卷6）新增了一门可选的创意表演模块。学生可以展示一段独白剧、带评注的朗诵，或一个数字叙事作品。这让更具表演天赋的学生得以通过传统闭卷笔试以外的模式展示自己的理解。
10. Mark Scheme Changes and Higher-Order Thinking | 评分方案变化与高阶思维
The 2026 mark schemes place greater premium on criticality and independent thinking. Rather than rewarding description, examiners now look for sustained evaluation, exploration of alternative interpretations, and confident use of terminology. The descriptors for the highest band explicitly require candidates to 'interrogate' texts and to 'problematise' straightforward readings.
2026年的评分方案更看重批判性与独立思考。考官现在寻找的是持续的评价、对多义解读的探讨，以及自信的术语使用，而非描述性内容。最高等级的描述词明确要求考生“审视”文本，并对简单化的解读进行“质疑”。
A cross-paper command word glossary has also been published, defining terms like 'evaluate', 'explore', and 'to what extent' uniformly across all questions. This reduces confusion and ensures that students understand the cognitive demand of each question. Teachers are encouraged to embed these command words into classroom practice from Year 12 onwards.
官方还发布了跨试卷的指令词词汇表，统一界定了“评估”、“探讨”和“在多大程度上”等术语在所有试题中的含义。这减少了混淆，确保学生理解每道题的认知要求。建议教师从Year 12起就将这些指令词融入课堂教学实践。
11. Preparing for the 2026 Exams: Strategic Shifts | 备战2026年考试：策略转变
To succeed in the 2026 CIE English exams, students must adopt a more active and research-oriented approach. Rote learning of quotations or language frameworks will not suffice. Instead, learners should build portfolios of digital and multimodal texts, engage with global news media in English, and regularly practice timed comparative writing under the new paper structures.
要在2026年CIE英语考试中脱颖而出，学生必须采取更主动、以研究为导向的学习方式。死记硬背引文或语言框架已远远不够。学习者应建立数字与多模态文本的作品集，接触全球英语新闻媒体，并按照新试卷结构定期进行限时比较写作练习。
Access to official CIE specimen papers, which will be released by mid-2025, is critical. These papers illustrate the exact format and questioning style. Students should also use the updated learner guides and marked exemplars on the Cambridge School Support Hub. Furthermore, joining online discussion forums moderated by examiners can provide valuable insights into what 'interrogation' of a text looks like at the highest level.
获取剑桥国际将于2025年中期发布的官方样卷至关重要。这些试卷展示了确切的格式和提问风格。学生还应利用剑桥学校支持中心上更新的学习者指南和带有评分注释的范例。此外，加入由考官主持的在线论坛可以深入了解“审视”文本的最高层次回应究竟如何。
12. Long-Term Trends: Skills Beyond the Exam Hall | 长期趋势：超越考场的技能
The 2026 changes are not merely administrative—they signal a long-term shift in how English is taught and assessed at A Level. The emphasis on digital literacy, global perspectives, and independent research aligns with university expectations and workplace demands. Students who engage deeply with the new syllabus will develop transferable skills in critical analysis, cross-cultural communication, and media evaluation that extend well beyond the final exam.
2026年的变化不仅仅是行政性的——它们标志着A Level英语教学与评估方式的长期转变。对数字素养、全球视野和自主研究的重视，与大学的期望和职场需求相一致。深度投入新大纲学习的学生将培养批判性分析、跨文化交流和媒介评价等可迁移技能，这些技能远超期末考试的范围。
Furthermore, the inclusion of diverse voices and non-traditional texts creates a more inclusive curriculum that prepares students for active citizenship in a globalised world. For Year 13 learners in 2026, the English A Level becomes not just a route to higher education but a foundation for lifelong critical literacy.
此外，多样化声音与非传统文本的纳入构建了一个更具包容性的课程，为学生在一个全球化世界中成为积极公民做好准备。对2026年的Year 13学生而言，A Level英语已不仅仅是通往高等教育的路径，更是终身批判性素养的基础。
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