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ior high school English teaching andlearning. Prior to that time, schools were stuck in traditional methods of education.Take Shenyang middle schools for example: they were notably fixated on intensivedrills, dissection of grammatical structures, rote memorization of vocabulary termswithout an adequate understanding of their use or meaning, and virtual disregard forcommunication use of the language. Teachers built lessons strictly following asyllabus based on grammar and vocabulary. Writing was taught as the recollection andrecombination of familiar paragraphs. There was no speaking or listening instruction.In 2005, the SHSEET added an improved composition and reading comprehensionsections, prompting a change in the attitudes toward the focus and purpose of Englishinstruction.
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2.2 Language Testing
This section is concerned with various aspects of language testing. After defininglanguage testing, the classification, design, and evaluation of language testing will bediscussed in turn. This will provide necessary background knowledge forunderstanding the larger subject matter at hand. Certainly, nearly every teacher of every subject uses tests to know how much studentshave learned. Some subjects are easy to test, because the answers are clearly right orwrong. But language testing is not precise. The ability to produce a correct responsemay be measured, but not the amount of knowledge the test-taker has about thegrammar or lexical knowledge. The ability to understand spoken language is also notdirectly measurable, so testing that is imprecise. For various needs, there are four types of tests, each with its own characteristicsand conditions when it will produce the proper results. If used according totest-takers’ needs, and for the correct objectives, positive washback is possible.We can divide language testing into four categories, based on what the tests areintended to achieve. The categories are achievement, aptitude, diagnostic, andproficiency (Zhang, 2005). Achievement tests are based on the course work, and theymeasure the test-taker’s success in the course objectives. Aptitude tests measure thetest-taker’s potential to learn or acquire a skill. Diagnostic tests, which includeplacement tests, show the test-taker’s strengths and weaknesses, and this allowsindividuals with similar needs to be grouped together, and to provide teachers withguidance as to the class material that will require more or less emphasis. Proficiencytests measure the prior ability the test-taker has already gained in the language. Assuch, proficiency tests are not based on particular languages courses, but measure howmuch of the total skills in a language the test-taker has.
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Chapter 3 Methodology .........36
3.1 Research Questions ........36
3.2 Subjects ......36
3.3 Research Instruments .........36
3.3.1 Interview ....36
3.3.2 Questionnaire .........37
3.3.3 Classroom Observation ......37
3.4 Validity and Reliability ........38
3.5 Data Collection ........39
Chapter 4 Results and Discussion......40
4.1 Data Results and Analysis.......40
4.2 Discussions .....60
Chapter 5 Conclusion ......69
5.1 Main Findings ....69
5.2 Pedagogical Implications .....72
5.3 Limitations and Suggestions for Further Research ........73

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