An Empirical Study On Washback Of College English Test Band 4 Writing To College English Teaching And Learning

Washback, as one of six qualities of test usefulness, has arrested a great body of concerns at abroad on studies on its existence, definitions, natures as well as working mechanisms in recent decades. Alderson and Wall, as the frontiers in this field, have put forward 'Washback Hypotheses', which have been regarded as the foremost and the most basic theory for all the later research. Followed their theories and hypotheses, an increasing number of researchers have conducted empirical studies to further observe this phenomenon and to verify their theories and hypotheses.In China, with development of language testing research, more and more researchers have come to realize the importance of language testing to language education and have paid preliminary attentions on it with observation of various kinds of large-scale tests such as CET4/6, TEM4/8, NMET etc., but empirical studies on those tests are comparatively rare.According this theoretical background, this thesis is meant to study washback effects of CET4 writing on College English writing teaching and learning based on Alderson and Wall's Washback Hypotheses by adopting a descriptive research method. With application of three kinds of instruments-questionnaire, interview and classroom observation, the research has been carried out with 60 CE teachers and 244 CE learners.According to my research, CET4 writing have exerted both positive and negative washback on learning/teaching attitudes, learning/teaching objectives, learning/teaching time allotments, learning/teaching contents, learning/teaching material selections, learning/teaching methods. On the whole, negative washback effects have outweighed positive ones. Meanwhile, the effects on learners are much stronger than those on teachers. The study also revealed complexity, superficiality and limitation in its nature.The thesis has explored some likely rationales behind washback such as test policies, test formats, university policies, society pressure as well as CE teachers and learners' perceptions on the test.Meanwhile, suggestions to advance positive washback of the test have been put forward as follows: Firstly, as for test design of CET4 writing, authentic test tasks are bound to have the priority to bridge the gap between our present CE education and practical use of the language. Secondly, the diversity in test formats is strongly recommended to avoid 'teaching to test' behaviors. Thirdly, a comparatively detailedscore reporting is suggested for a timely feedback for both teachers and learners. Fourthly, reforms on test-related school policies are called for to set teachers and learners free from the test pressure and give them an ideal teaching and learning environment. Fifthly, highlight in CE teachers' leading roles is demanded to help CE learners better perceive the test and their learning. Lastly, learning autonomy and self-assessment in learning process are advised for CE learners to develop personal success from the test.The values of this research lie in 3 aspects: (1) Demonstration the existence of washback. (2) Observation on the extent and nature of washback to offer references on deficiencies in present CE education to the parties concerned. (3) Suggestions to advance positive washback.In the end, the paper shows research drawbacks and areas that more attentions are to be given in future washback research.