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reat number of linguistics and scholars have paid more attention to washback.There are many definitions of washback due to different focuses. Some emphasize theimpact of a test on participants while others stress the educational system of the society.Although it is a relatively new topic in language education, this ability of testing toperturb the educational system has been discussed at length in both general educationand language testing literature (Yang et al, 2000). Hughs (1994) believed that washbackwas the effect of a test on teaching and learning known as backwash (this term issynonymous with washback). He stressed the two sides of washback, which isbeneficial or harmful to teaching and learning.Prodromou (1995) describes the washback effect as the effect a test has on themanner of teaching that results from teachers focusing their instruction primarily onthose elements included in the test.Cohen from the viewpoint of how the assessment methods affect educationalpractice and ideas discussed the washback of testing.For Shohamy, Donitsa-Schmidt, and Ferman (1992), washback is "the connectionsbetween testing and learning". Gates (1980) saw it as "the influence of testing onteaching and Learning"; while for Messick (1996)，washback is "the extent to which theintroduction and use of a test influences language teachers and learners to do things thatwould promote or inhibit language learning".
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2.2 Related Studies
In 1993，Alderson and Wall published an article to analyze the studies aboutwashback at that time and put forward the fifteen hypotheses, which had been regardedas the milestone that gave rise to a series of corresponding empirical studies aboutwashback.By interview and observation. Wall & Alderson (1993) studied the washback of0-level English test to classroom Instruction in Sri Lanka. Although the test designer'sexpectation was to improve teaching and learning reform via the newly-designed test,but the results indicated it did not work well. The results of this research showed thatthe test had strong influence on teaching and learning contents but hardly affectedteaching and learning methods, and also the effects were both positive and negative.Wall & Alderson pointed out that teacher' attitudes toward and understandings of testshould be examined in order to explain why some intended washback effects could betrue while others could not.Alderson & Hamp-Lyons (1996) studied the effect of TOFEL on teaching andlearning. The research subject was two teachers who not only took general Englishclasses but also TOFEL training classes, by interview and classroom observation，theyfound that the test had effect on both teaching and learning content and methods but thetype and degree of the effect were different due to different persons, which indicatedthat teacher was a crucial factor in the research.
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Chapter Three Exploration into Writing.......... 14
3.1 Writing Ability .........  14
3.2 The Nature of Writing and its Teaching......... 14
3.3 The Analysis of English Writing Test .........16
Chapter Four Research Design about CET-4 Writing Testing and
Washback......... 19
4.1 Research Questions......... 19
4.2 Research Subjects......... 20
4.3 Research Instruments.........20
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