2026 Exam Changes and Trends for CIE AS English | 2026年剑桥国际AS英语考试变化与趋势

📚 2026 Exam Changes and Trends for CIE AS English | 2026年剑桥国际AS英语考试变化与趋势

As the 2026 examination session approaches for Cambridge International AS Level English Language (9093), students and teachers are closely watching for shifts in emphasis, question design, and assessment priorities. This year marks the final iteration of the current 2021–2026 syllabus before a revised framework takes effect from 2027, making it a pivotal moment to understand the subtle yet significant trends shaping the papers. From a stronger presence of multimodal and digital texts to refined writing criteria that reward contextual awareness, these developments reflect the changing nature of English language use in a globalised world. Being aware of these trends not only helps candidates navigate the exam more confidently but also deepens their appreciation of language as a tool for critical thinking and cross-cultural communication.

随着2026年剑桥国际AS Level英语语言（9093）考试考季日益临近，师生们都在密切关注考试重点、题型设计和评分导向的变化。2026年是现行2021 – 2026年教学大纲的最后一次考试年，从2027年起将启用修订后的新框架，因此理解试卷中细小而重要的趋势显得尤为关键。从多模态文本和数字文本的更多出现，到写作评分标准更精细地奖励语境意识，这些发展都反映出英语语言在全球化的世界中不断变化的本质。了解这些趋势不仅有助于考生更有信心地应对考试，也能加深他们对语言作为批判性思维和跨文化沟通工具的理解。

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1. Overview of the Current 9093 Syllabus and Its Timeline | 现行9093大纲概览与时间线

The Cambridge International AS & A Level English Language (9093) syllabus currently in use was first examined in 2021 and will have its final AS Level assessment in the June 2026 series. This syllabus places a strong emphasis on reading and writing as integrated skills, with candidates expected to analyse a range of written and spoken texts, and to produce their own imaginative and discursive writing. The AS Level consists of two compulsory components: Paper 1 Reading and Writing, and Paper 2 Writing. Both papers require close attention to language, style, purpose, and audience. Because 2026 is the endpoint of this syllabus cycle, it consolidates many of the shifts that have been gathering momentum over the past five years.

目前使用的剑桥国际AS & A Level英语语言（9093）教学大纲于2021年首次考试，并将在2026年6月考季完成最后一次AS级别评估。该大纲十分重视将阅读和写作作为综合技能加以考核，要求考生分析一系列书面和口语文本，并自行进行富有想象力的写作和议论文写作。AS级别包含两个必修部分：试卷一 阅读与写作，以及试卷二 写作。两份试卷都要求密切关注语言、风格、目的和受众。由于2026年是该大纲周期的终点，它凝聚了过去五年来逐渐形成的诸多变化方向。

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2. 2026 as the Final Year of the 2021–2026 Syllabus | 2026年是2021–2026大纲的最后一年

For candidates sitting AS English Language in 2026, it is vital to recognise that this is a concluding year, not the start of a brand-new specification. However, Cambridge frequently uses the final sittings of an outgoing syllabus to bridge towards its replacement. In practice, this means 2026 papers may subtly preview the skills that will be more explicitly emphasised in the forthcoming 2027 syllabus, such as interpreting visual elements alongside written text and constructing arguments that acknowledge multiple perspectives. Students should not expect a radical overhaul, but they should be prepared for nuanced shifts in question phrasing and mark scheme priorities that reward flexible, critical engagement with texts.

对于2026年参加AS英语语言考试的学生而言，认识到这是该大纲的结束年份而非一个全新规范的开始非常重要。不过，剑桥常常会利用旧大纲的最后几次考试来衔接即将接替的课程。在实际操作中，这意味着2026年的试卷可能会微妙地预示未来的技能要求，例如在分析书面文字的同时解读视觉元素，以及构建能够包容多元视角的论证。考生不应期望试卷发生剧烈变革，但应当为题目措辞和评分方案重点的细微转变做好准备，这些变化会奖励对文本进行灵活、批判性的参与。

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3. Growing Presence of Multimodal Texts in Paper 1 | 试卷一中多模态文本日益增加

One of the clearest trends in the 2026 examination is the inclusion of more multimodal stimuli in Paper 1 Section A. While the syllabus has always allowed for extracts from spoken conversation, advertisements, and magazine articles, recent papers have shown a marked increase in texts that combine visual and linguistic elements, such as web pages, social media screenshots, and infographics. Candidates are expected not merely to describe what they see but to explore how images, layout, typography, and colour work together with language to create meaning, shape the reader’s response, and serve a specific purpose. This shift demands that students move beyond a purely verbal analysis and develop a visual literacy that acknowledges the constructedness of all texts.

2026年考试中最明显的趋势之一，是试卷一A部分更多地纳入了多模态阅读材料。虽然大纲一直允许节选会话、广告和杂志文章等文本类型，但近年来的试卷明显增加了融合视觉元素和语言元素的文本，例如网页、社交媒体截图和信息图表。考官期望考生不仅仅描述所看到的，更要探讨图像、版面、字体设计和色彩如何与语言相互作用，共同创造意义、塑造读者的反应并服务于特定目的。这一转变要求学生超越纯粹的语言分析，培养一种视觉素养，认识到所有文本都是被建构出来的。

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4. Enhanced Global and Cultural Awareness in Reading Materials | 阅读材料中强化的全球与文化意识

The source texts selected for 2026 are likely to continue reflecting a wide array of international settings, voices, and cultural practices. CIE has made a concerted effort to decolonise its reading lists, using passages from African novelists, Asian journalists, Caribbean bloggers, and Middle Eastern speechwriters. When dealing with such texts, candidates must resist making culture-blind assumptions and instead show sensitivity to context. The mark scheme increasingly rewards comments that address how the composer’s cultural background, the publication platform, and the intended readership influence language choices. Understanding that a persuasive article in a Nigerian newspaper may employ rhetorical strategies rooted in oral tradition, for instance, becomes a distinguishing mark of a high-level response.

2026年所选的阅读原文很可能继续广泛反映国际背景、声音和文化实践。CIE已经做出了切实的努力，使阅读材料去殖民化，使用了非洲小说家、亚洲记者、加勒比博主和中东演讲稿写作者的文本。在处理这类文本时，考生必须避免做出无视文化的假设，而要显示出对语境的敏感性。评分方案越来越奖励那些针对创作者的文化背景、发表平台和目标读者群如何影响语言选择进行评述的答案。理解尼日利亚报纸上的说服性文章可能运用扎根于口头传统的修辞策略，这正成为高分答案的显著标志。

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5. Refinements in Writing Assessment Criteria for Paper 2 | 试卷二写作评分标准的细化

While the overall assessment objectives for Paper 2 (Writing) remain consistent, teachers have observed a tighter application of the mark bands in recent examiners’ reports, pointing to a trend that will intensify in 2026. The criteria give additional weight to register control, sophisticated paragraphing, and the consistent maintenance of a clear voice throughout a piece. Candidates who adopt a mechanical approach – simply filling a template with forced vocabulary – are less likely to reach the top bands. Instead, the 2026 marking will favour responses that demonstrate flexibility, where language is deliberately reshaped to suit shifts in tone, audience expectation, and intended impact. Thus, a descriptive piece must still feel cohesive and purposeful, even as it employs figurative language.

尽管试卷二（写作）的总体评估目标没有改变，但教师在最近的考官报告中观察到评分等级的应用变得更加严格，这一趋势将在2026年进一步强化。评分标准更加重视语域的把控、成熟的段落建构以及全篇中清晰语气的持续保持。采用模板式方法，只是往框架里填入强记词汇的考生，不太可能达到高分段。相反，2026年的评分将青睐那些展现灵活性的回答，其中语言被刻意重塑以适应语气、受众期望和预期效果的转变。因此，一篇描述性文章即使使用了比喻性语言，也仍要让人觉得通顺连贯、有目的性。

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6. Shift Toward Digital and Media Literacies | 转向数字与媒体素养

Alongside multimodal reading, the 2026 papers reflect a broader shift toward digital literacy that goes beyond simply recognising online genres. Candidates may be asked to compare a traditional print news report with a digital blog covering the same event, commenting on how medium shapes register, structure, and reader interaction. In their own writing for Paper 2, students might be invited to craft texts suited for online publication, such as a campaign speech for a youth podcast or a reflective piece for an educational website. This reinforces the idea that writing is never genre-less or context-less; it is always embedded in a specific communicative environment that the writer must consciously accommodate.

与多模态阅读同时出现的是，2026年的试卷反映出了对数字素养更广泛的偏重，这已不仅仅限于辨识网络体裁。考题可能要求考生将一篇传统的报纸新闻报道与一篇覆盖同一事件的数字博客进行比较，并分析媒介如何塑造语域、结构和读者互动。在试卷二的写作中，考生也可能被要求创作适合在线发表的文本，比如为一档青年播客撰写一篇宣传演说，或为一个教育网站写一篇反思性文章。这强化了一个观念：写作从来不是无体裁或无语境的行为，它总是镶嵌在特定的交际环境中，作者必须有意识地去适应这个环境。

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7. Integration of Visual Analysis Skills Across Both Papers | 视觉分析技能在两份试卷中的渗透

Previously, visual analysis was largely confined to Paper 1 texts like advertisements or leaflets. In 2026, the expectation extends further: even when candidates are given a primarily written extract, they are encouraged to consider the visual dimension of language – for instance, the effect of a text’s layout on a page, the use of headings and subheadings as structural signposts, or the way a specific font conveys authority. More importantly, in Paper 2, a question may be framed around a scenario that includes a visual prompt, such as a magazine cover or a photograph, to be used as a springboard for a descriptive or argumentative piece. This integration tests whether students can translate visual impressions into precise, evocative language.

以往，视觉分析主要局限于试卷一中如广告或宣传单等文本。到了2026年，这种期待被进一步延伸：即便给出的是一篇以文字为主的节选，考生也被鼓励去考量语言的视觉维度，比如文本在纸张上的排版效果、标题和副标题作为结构路标的运用，或特定字体如何传达权威感。更为重要的是，在试卷二中，题目可能围绕一个包含视觉提示的场景进行设置，比如一个杂志封面或一张照片，以此作为跳板完成一篇描述性或论述性文章。这种融合旨在检验学生是否能够将视觉印象转化为精确、富有感染力的语言。

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8. Emphasis on Critical Thinking and Argumentation | 强调批判性思维与论证

2026 continues the syllabus’s strong focus on argumentation, but with an extra layer of critical reflection. For Paper 1 Section B, where students are required to produce a directed response, simply agreeing or disagreeing with the original author is no longer enough; candidates must interrogate the underlying assumptions, evaluate the quality of evidence, and, where appropriate, offer a balanced synthesis. The mark scheme rewards responses that construct a line of reasoning rather than a list of points. Similarly, in Paper 2 discursive and argumentative writing, top-scoring scripts often anticipate counter-arguments and refute them convincingly, exhibiting not just persuasive skill but genuine intellectual rigour. This trend pushes students to think like editors, assessing the strengths and weaknesses of their own claims.

2026年延续了该大纲对论证的强烈重视，但增添了一层额外的批判性反思。在试卷一B部分，学生必须完成一篇针对性的作答，仅仅赞同或反对原作作者已经不够了；考生还需要对潜在假设提出质疑，评估论据的质量，并在适当的时候给出平衡的综合结论。评分方案奖励那些构建出逻辑推理线而非罗列要点的答案。同样，在试卷二的议论性和论证性写作中，最高分的文章往往能预见反方论点并予以有力的反驳，展现出不止于说服技巧，而是真正的思维缜密。这一趋势推动学生像编辑一样思考，评估自己论点的优点与不足。

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9. Changes in Question Style and Instructional Language | 题目风格与指令语的变化

An observable shift in 2026 papers is the more precise instructional language used to steer candidates’ responses. Questions on Paper 1 now frequently include phrases such as “comment on how the language choices reflect the writer’s attitudes”, “examine the ways in which the text engages its audience”, or “analyse how linguistic and visual techniques combine to shape meaning”. For Paper 2, writing tasks are being framed with increasingly concrete scenarios, specifying not only genre and audience but also the desired emotional effect or the publication context. This reduces ambiguity and rewards those who pay close attention to task fulfilment. Candidates must therefore treat every word in the question as a directive, mapping their response directly to the requirements.

2026年试卷中一个可观察的变化是，引导考生作答的指令语言变得更加精确。试卷一的问题现在经常包含这样的表述：“评论语言选择如何反映作者的态度”，“考察文本如何吸引其读者”，或“分析语言技巧和视觉技巧如何结合以塑造意义”。在试卷二中，写作任务被放置在越来越具体的情境中，不仅明确体裁和受众，还设定期望的情感效果或发表语境。这减少了模糊性，并奖励那些格外关注任务完成的考生。因此，考生必须把题目中的每一个词都当作指令，让他们的回答紧密贴合这些要求。

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10. Implications for Targeted Exam Preparation | 对定向备考策略的启示

In light of these trends, effective revision for 2026 must move far beyond rote learning of terminology. Students should practise analysing a variety of contemporary, real-world texts – from charity campaign emails to documentary voiceovers – and discussing how genre, medium, and cultural positioning interact. Peer review sessions that focus on register shifts and marshalling evidence in arguments are especially valuable. Mocking timed tasks under the new-style question frames is crucial, as is building a bank of model paragraphs that demonstrate nuanced integration of form, structure, and language. Candidates should also familiarise themselves with past papers from 2021 to 2025 to trace how examiner expectations have evolved, so they are not caught off guard by the gradual intensification of these trends in 2026.

鉴于这些趋势，2026年有效的备考必须远远超越术语的死记硬背。学生应当练习分析各种当代真实文本——从慈善活动的电子邮件到纪录片的画外音——并探讨体裁、媒介和文化定位如何相互作用。专注于语域变化和论证中如何组织证据的同伴互评环节尤其宝贵。在新型题目框架下进行限时模拟训练非常关键，同时还要建立一个范文段落库，展示形式、结构和语言是如何被精妙地融合在一起的。考生还应研读2021年至2025年的往年真题，追踪考官期望的演变轨迹，这样就不会因这些趋势在2026年的逐步加强而措手不及。

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11. Future Directions: Glimpses of the 2027 Syllabus and Beyond | 未来方向：2027年大纲及以后的端倪

Although the official 2027 syllabus documents are yet to be released, the 2026 trends give strong clues about what lies ahead. Greater interleaving of reading and writing skills, a requirement to navigate multiple texts on the same theme, and a deeper commitment to collaborative and digital forms of communication are all expected. There is also discussion within the CIE English community about including assessed spoken language portfolios or more explicit ethical considerations in language analysis. While these changes remain speculative, the direction is clear: the subject is evolving into a study of how language operates across an ever-expanding range of platforms and communities. Students who cultivate a genuine curiosity about language in the digital age will be best positioned for these developments.

尽管2027年的官方大纲文件尚未公布，但2026年的趋势为未来提供了有力线索。更深入的读写技能交织、对同一主题下多篇文本的驾驭要求，以及对协作式和数字化交流形式的更深承诺，这些都在预料之中。CIE英语教育界内部还有讨论，可能包含评估过的口语作品集或在语言分析中纳入更明确的伦理考量。虽然这些变化仍属推测，但方向是明确的：这门学科正在演变为研究语言如何在不断扩大的平台和社群中发挥作用的学问。培养对数字时代语言抱有真正好奇心的学生，将最能适应这些发展。

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12. Advice for Candidates and a Forward-Looking Mindset | 对考生的建议和前瞻心态

Above all, candidates sitting the 2026 CIE AS English Language exam should embrace the fact that they are being assessed at a moment of genuine disciplinary renewal. The best preparation is not to resist the trends but to meet them head-on: treat every text as a crafted artefact, question your own writing decisions, and read widely beyond the curriculum to build a store of cultural and linguistic references. Remember that the skills shaped by this syllabus – analysis, empathy, critical evaluation, and creative expression – will serve you long after results are released. The 2026 paper is not simply a hurdle but an opportunity to demonstrate that you can engage with language in a way that is both intellectually rigorous and humanly responsive to a connected world.

最重要的是，参加2026年剑桥国际AS英语语言考试的考生应当欣然接受这样一个事实：他们正处在这门学科真正更新换代之际接受评估。最好的备考方法不是抗拒这些趋势，而是迎头赶上：将每一篇文本视为精心制作的产物，质疑自己的写作决策，广泛阅读课程之外的读物以积累文化和语言的参考素材。请记住，这门大纲所塑造的技能——分析、共情、批判性评价和创意表达——将在成绩公布后长久地为你服务。2026年的试卷不仅仅是一道关卡，更是一个契机，证明你能够以一种既有学术深度又对互联世界充满人性关怀的方式参与到语言之中。

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