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Chapter 1 Introduction

1.1 Research Background
Backwash refers to the influence of test on language teaching and learning (Walland Alderson 1992). People have paid attention to it for several centuries. The theoretical and empirical researches about backwash gained a rapid development in the 1980s. As aconsequence, the researchers devoted themselves to studying it more thoroughly and systematically in the 1990s. Wall and Alderson (1993) put forward '15 Backwash Hypotheses'; Hughes (1993) brought about 'PPP' model of backwash to explore themechanism of backwash, that is, 'participants, process, products', based on the previous backwash theories. Bailey (1996: 264) showed Hughes' TPP' in a figure form, explaining how backwash impact appeared to functions. Alderson and Hamp-Lyons(1996) adopted the instruments of classroom observation and interview to study the backwash of TOFEL on English teaching. Shohamy (1996) studied the time effect of backwash, and discovered a test backwash should change over time.  Li (1990) did astudy on matriculation English test employing the instruments of questionnaires. Cheng(1998) studied the backwash of Hong Kong Certificated of Education Examination (HKCEE) on English teaching. Qi liuxia (2007) studied the backwash of the writing taskin a high-stakes English test in China. At present, backwash effect has become the focus of language test and language teaching in abroad and China.

1.1研究背景
后果是指影响语言教学的测试和学习(墙壁Alderson 1992)。人们已经注意到这几个世纪。理论和实证研究得到迅速发展对回流在1980年代。因此,研究人员全身心投入于研究更加全面和系统地在1990年代。墙和Alderson(1993)提出的15个浪涛假说”,休斯(1993)带来“购买力平价”模型,探索机制的回流,回流的参与者,流程,产品,基于前面的浪涛理论。贝利(1996:264)显示休斯的TPP在图形式,解释如何浪涛冲击似乎功能。Alderson和hamp里昂(1996)采用了课堂观察和访谈的工具来研究在英语教学的浪涛托福。Shohamy(1996)研究了逆流的时间效应,发现了一个测试反响应该随时间变化。李(1990)研究了在大学入学英语测试使用的仪器的调查问卷。程(1998)研究了回流香港教育认证考试(会考)在英语教学。气刘霞(2007)研究了回流的写作任务在高风险的英语考试在中国。目前,反拨效应已成为焦点的语言测试和语言教学在国外和中国。

However, the studies on the NMET are quite rare, particularly, the backwash ofsingle-type question in the NMET. The question of phonetic items in the NMET ofShaanxi province has formed its own testing style since 2006, but no one has researchedits backwash effect on high school phonetic teaching so far. Phonetic teachingexperienced five stages of development; 1) In 1950s-1960s，'Mimicry andmemorization' were popular approaches in language teaching and learning. For phoneticteaching，teachers paid more attention to training students' capabilities of listening, distinguishing and pronouncing. 2) Phonetic teaching focused on analyzing, comparingthe different pronunciation between mother tongue and second language because of theinterference of 'Contrastive Analysis' in second language acquisition. 3) ‘HumanisticApproach' emphasized that teachers should pay more attention to students' psychology,feeling，emotion, motivation and interest etc in language teaching. 4) In 1980s and1990s，phonetic teaching wasn't regarded a separate part of language teaching anylonger，but classified into a part of listening teaching. 5) In recent decades, thediscussion on whether language teaching should focus on forms or meanings, or both onforms and meanings has exerted a certain impact on phonetic teaching (Long 1988;Long &Robinson 1998; Doughty &Williains 1998). The development of phoneticteaching tells us that it plays a great role in English teaching and learning so that manyresearchers have laid much stress on it. So it is significant fo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。