| Language testing, as a means in assessment system, is an important part of ELT (English Learning and Teaching). The influence exerted by tests has been studied as an important issue in testing field. This influence is called"impact"in general education field and is called"washback effect"by applied linguists. Many scholars regard the washback effect of a test as an indispensable part of test validity which is of great theoretical value.In Febr.2005, in order to achieve better washback effects on teaching the Education Ministry formulated the"Innovation Proposal for CET4 and CET6 (trial)"on the basis of the new"College English Curriculum Requirements". According to this proposal, the testing content and format were revised and a new scoring system was adopted highlighting the test of the comprehensive English ability, especially the listening and speaking ability of students. The first implementation of CET 4 after its innovation was conducted in Dec. 2006. However, few empirical investigations on its washback effects have been carried out.The present study is a preliminary investigation aiming to reveal the test's effects on college English teaching and learning. By comparing the test constructors'intentions with actual teaching and learning practice in college, this study will provide feedback for the test producers and policymakers as to how successful or unsuccessful the test has been in achieving its goal. Adopting the approach of use-oriented language testing proposed by Shohamy (2001), with application of three kinds of instruments--questionnaires, interviews and classroom observations, the research has been carried out with 40 teachers and 360 students in Hunan University.After statistical analysis including factor analysis, paired sample t-test of the questionnaire data, in combination with the qualitative data from classroom observations and interviews, the results show that the general intention of the CET4 test constructors of making ELT teaching shift from its focus on linguistic knowledge to an emphasis on language use is not totally achieved. In terms of the intended washback effects on attitudes, content, material and method, the results also reveal complexity, superficiality and limitation of its nature. Teachers and students put great emphasis on the comprehensive English ability including speaking and listening which has fulfilled the intention by test innovators. But intended washback effects on teaching and learning methods are less satisfactory. The English class is still dominated by teacher lecturing on language knowledge without variety of classroom activities. Few chances are offered to students for language use practice. Advanced instruments are not available in many classrooms which impedes some intended teaching practices to achieve. The recommended teaching content and teaching material have been mostly covered in the teaching practice with some authentic material still needs to be added. The teaching belief and personal experience of different teachers show interference with some teaching contents.The factors facilitating or impeding the occurrence of the intended washback are explored based on the basic model for the consequential aspect of validity proposed by Qi Luxia. These factors cover the stakes of the test, the test itself as a model for teaching/learning, teacher factors, learner factors, teaching factor and other factors. To advance the intended washback effects and minimize unwanted side effects to teaching and learning suggestions are given to the above-mentioned parties.In the end, the paper shows the limitations of this study and areas need more research in the future. |
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