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I Introduction

Where there is teaching, there exists testing. It is a common belief that testinginevitably exerts a powerful influence on teaching and learning, high-stakes tests inparticular. According to Madaus, high-stakes tests are tests whose results “are seen－rightly or wrongly－by students, teachers, administrators, parents, or the generalpublic, as being used to make important decisions that immediately and directly affectthem”. In the literature in general Education and applied linguistics, the term ofwashback was coined along with several of its synonyms to refer to the effects orinfluences produced by tests or examinations. Whether positive or negative, washbackworks within the framework of the trichotomy: participants, process and product(Bailey, 1996). With exploring the intended washback of the Internet-Based CollegeEnglish Test Band 4 (the IB CET-4 hereafter) from teachers’ perspective as theobjective of the present thesis, this chapter serves as an introduction to thebackground to the study, the significance and purpose of the study, the researchquestions and the organization of the thesis.

哪里有教学,存在测试。这是一个普遍认为测试不可避免地施加着强大的影响教学和学习,尤其是高风险测试。根据Madaus,高风险测试是测试的结果”是看到正确的或错误的学生,教师,管理员,父母,或公众的,是用来做重要决定,立即和直接影响他们”。在文献中普通教育和应用语言学,术语洗背词以及它的一些同义词指影响或影响生产的测试或考试。无论是积极的还是消极的,洗回作品框架内的三分法:参与者、过程和产品(贝利,1996)。探究背后的意图洗网络大学英语四级考试(IB大学英语四级以下)从教师的角度出发,客观现状的论文,这一章介绍研究的背景,意义和目的的研究,研究的问题和组织的论文。

1. 1. Background to the study
The College English Test (the CET hereafter), is a large-scale high-stakesstandardized test administered twice a year nationwide by the National CET-4 andCET-6 Commission (the CET Commission hereafter). Since its inception (the CET-4in 1987 and the CET-6 in 1989), the CET has played a significant role in CollegeEnglish education. The CET-4 certificates were once not only a benchmark to screengraduates for obtaining the Bachelor diploma in most colleges and universities, butalso had serious implications for the future employment prospects of the universitygraduates in the job market. The CET underwent three major innovations in 1996,2005 and 2008 respectively in terms of its scoring formula, score reporting, test content and test format, accompanying the College English education reform and theinnovation of College English Teaching Syllabus (Syllabus hereafter). In 2010, the IBCET was officially announced to be launched on a large scale as an optional extra ofthe CET after a two-year trial period. It represents a further step into the reform to thetraditional teaching theories, teaching models, and more importantly, to teachingphilosophy and practice.

1.1.1. Innovation of the College English Teaching Syllabus
Drastic changes have taken place not only in China’s economy but also in CollegeEnglish education over the past 30 years since China’s economic reforms and itsopening to the outside world. Under the guidance of the Syllabus, College Englishteaching in China used to overemphasize the development of students’ reading abilitywhile on the other hand, students’ listening and speaking ability was much neglected.In order to prepare college students to communicate effectively, and “enhance theirability to study independently and improve their general cultural awareness so as tomeet the needs of China’s social development and international exchanges”2, in 2007,College English Curriculum Requirements (Requirements hereafter) was is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。