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ack as follows:There is a natural tendency for both teachers and students to tailor their Classroomactivities to the demands of the test, especially when the test is very important to thefuture of the students, and pass rate is used as a measure of teacher success. Thisinfluence of the test on the classroom (referred to as washback by language teachers) is,of course, very important; this washback effect can be either beneficial or harmful.The "test" which "is very important" mentioned in the definition is the high-staketesting in language testing in linguistics. It refers to the tests that scores of which have amajor impact on the lives of the test-takers, such as, admission to academic programs, theawarding of scholarships, or graduation). High-stake testing usually leads to"measurement-driven" instruction (MDI), which refers to the notion that tests driveteaching and learning (Popham, 1987).

3. Empirical Research............. 30-34
    3.1 Objectives........... 30
    3.2 Subjects........... 30-31
    3.3 Instruments...........31-32
        3.3.1 Questionnaire........... 31-32
        3.3.2 Classroom observation ...........32
        3.3.3 Interview ...........32
    3.4 Procedures...........32-34
4. Data Analysis and Discussion........... 34-51
    4.1 Questionnaires ...........34-47
        4.1.1 The nature and intensity ...........34-36
        4.1.2 The evidence of CET4 Washback ........... 36-44
        4.1.3 The evidence of CET4 Washback...........44-45
        4.1.4 The Washback of CET 4 reform ...........45-47
    4.2 Classroom observations........... 47-49
    4.3 Interviews ...........49-51
5. Findings and Implications...........51-56
    5.1 Major findings ...........51-53
5.2 Implications ...........53-56

Conclusion

The purpose of the present research is to investigate washback of CET4 on collegeEnglish teaching and learning in private college. In this chapter, conclusion will be madefrom the summary of the thesis, the limitation of the study and the recommendations forfuture research.The current study investigate the washback effects of CET4 and it reform on collegeEnglish teaching and learning in private colleges by conducting empirical researches,such as, questionnaires investigation, classroom observations and in-depth interviewswith teachers.What is the nature and intensity of CET4 washback in private colleges? What is theevidence of CET4 washback in college English teaching and learning at macro and microlevels? Do the existed innovative reforms achieve the intended washback effects? Thesequestions above have been probed into in this paper, results have been discussed, andsuggestions and implications have been elaborated to complete the research as a whole.According to the results released by empirical researches, the washback of CET4does exist with its intensity effects varies in different"participants" (Hughes 1993本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。