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Chapter One Introduction

1.1 Research Background
Washback in general language testing field refers to the effect of a test on teachingand learning.In the past forty years linguists and educators have noticed the existence of bothpositive and negative effects of washback, but not until the 1990s did it drewwidespread attention. In 1990s, the academic realm made deep research about suchquestions as whether washback exists, how does washback take effect，how to enhancepositive washback while lessen negative washback and so on. Alderson (2004) pointedthat according to the studies made in recent years, we have already noticed that the^effect of washback has worked beyond the testing itself，it is closely related to curriculardesign, the behaviors of teachers and students in and out of class’ teachers' and students’attitudes toward the tests as well as the grades of tests. Wall and Anderson (1993) did alot of empirical research and found out that washback not only affected individuals butalso affected the whole educational system.Hughes (1989) defined washback as the effect of testing on teaching and learning，he emphasized both the positive and negative effects. 先：Hughes (1989) tried some new ways to explain the working mechanism ofwashback to teaching and learning, in his opinion, he divided the teaching into threeparts, which are participants, process and product.Based on Hughes' definition，Bailey established a model of washback to teachingand learning. In his opinion, the washback direction would first influence theknowledge and attitudes of participants towards teaching and learning activities，inreturn, the knowledge and attitudes would affect the participants' behaviors in theprocess.
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1.2 Significance of Present Research
British applied linguists introduced the conception of washback to appliedlinguistics to refer to language testing especially the effect of foreign language testingon the corresponding teaching and learning.The related studies on washback are mainly focused on four questions，namely, theexistence of washback, the working mechanism, washback direction as well as themethods of decreasing the negative effect but enhancing the positive effect. The primarypurpose of washback research is to improve testing, teaching and learning. It is twothousand years since testing was carried out in China, which had been set an examplefor western scholars. However, for the present，our researches about testing lag behindthose in other countries. In China, now we have lots of standard large-scale English testslike TOEFL, GRE，GMAT，BEC，lELTS，EFRR, CET，TEM, NMET and nationalpost-graduate entrance examination, though empirical studies about those tests are notvery common, such researchers as He Zongzhou, Jin Yan respectively studied TEM-8and CET oral English, which shows that the research about washback has begun andwill benefit English testing, teaching and learning in China (Hughes, 1989).Since implemented in 1987, the largest-scale standardized high-stakes test in China,CET-4，has long-term effect on college English teaching and learning, which has beenpaid increasing attention by college English teachers and students (Cheng, 1997).
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Chapter Two Literature Review

2.1 Conceptual Analysis of Theories of Washback
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