英语论文网

ng Comprehension Test of NMET..........25-28
    3.1 Present situation of senior high school English reading .......... 25
    3.2 Testing contents of reading comprehension tests ..........25-27
    3.3 Types of reading comprehension tests.......... 27-28
Chapter 4 Research Design ..........28-31
    4.1 Research questions.......... 28
    4.2 Subjects ..........28-29
    4.3 Instruments..........29-30
    4.4 Research procedure.......... 30-31
Chapter 5 Data Analysis ..........31-47
    5.1 Research concerning teachers.......... 31-40
        5.1.1 Source of research subject..........31-32
        5.1.2 Teachers’ overall understandings.......... 32-33
        5.1.3 Washback effect to all aspects of teaching..........33-40
    5.2 Research concerning students.......... 40-44
5.3 Negative washback caused by test and reason.......... 44-47

Conclusion

This study has explored the washback effects of the listening test in the NMET(Hubei) and the purpose is to explore implications for English listening teaching andlearning in senior middle schools. Two research instruments have been used in thisresearch: questionnaires for students and interviews for teachers.According to the research results and analyses, we can see that listening tests dohave washback effects on listening teaching in senior middle schools. The washbackeffects can be found in the teaching contents, teaching emphasis on different listeningskills, teaching methods and teaching effectiveness. And the washback effects can bedivided into the positive and negative ones. The positive effects include: a) more relevantteaching contents; b) targeted training; c) knowing students' learning situation better; d)encouraging students' enthusiasm and initiative; and e) improving the teaching method.The negative effects include: a) ignoring what may not tested; and b) limited range of theteaching contents.
Based on the findings in this study, some proposals have been put forward in orderto promote the listening teaching and learning in senior middle schools. These proposalsinclude: firstly, the cultivation of the task consciousness; secondly, the cultivation oflistening skills and strategies; and thirdly, building up the confidence and controlling thepressure.Of course, there are also some limitations of the study. For example, it is done inone senior middle school. Limited as it is, we can still get some implications from theresults for our English teaching in schools.On the whole, what we teachers should do about the washback of the test is to makeuse of its positive ones and to avoid the negative ones. Only in this way can we improveour language testing as well as language teaching.

Bibliography
1Bachman, Lyle F. Bachman and Palmer, Adrian www.51lunwen.org/gaozhongyingyu/ S. Palmer. Language Testing inPractice[M]..   Oxford University Press, 1996.
2Buck, G. Assessing listening [M]. Cambridge: Cambridge University Press, 2000.
3Buck,   G.   Testing   listening   comprehension   in   Japanese   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。