Washback Of Achievement Tests On Senior English Teaching And Learning

Washback usually refers to the impact tests have on language teaching and learning, which can be positive or negative. Some studies conclude that washback of AT has much positive impact, while others find much more negative impact on EFL teaching and learning.This thesis explores the relationship between the AT and senior middle school English classroom teaching and learning, which is based on the quality-centered education in Shandong province.Referring to the current literature on washback both at home and abroad , especially the research methods, the author carried out a preliminary study investigating AT's washback effect and the consideration of the teaching practice in China. The target samples were 10 Senior III English teachers of Shiyan, Shouguang and 113 Senior III middle school students. The focus of the present study is from three aspects: teaching content, teaching method and attitude towards teaching and learning. Three instruments employed in the study are questionnaire survey, classroom observation and interview.The results of data analysis and discussion show, firstly, that the AT washback has both positive effect and negative one. The positive washback manifests itself as follows: it has promoted the implementation of the teaching syllabus, stimulated teachers'activeness and drived students study harder, etc. The negative washback includes: a large number of test preparation materials are used in class ignoring the fundamental knowledge in the textbooks; AT test-taking skills rather than language use are mainly practiced; the classrooms are teacher-dominated rather than student-oriented though there is a rule in the target school; the skill of speaking is not put enough emphasis on; etc. Secondly, although recently the educational system"Returning to the quality-centered education"is popularized strongly in Shandong Province, the teaching methods in class, change little, because the students'study grade is still the most important factor in the evaluation of teachers in the target school, though it is not the only element. Therefore, there is little effect on the teaching methods whether the system is carried out or not. In addition, the nature of AT washback might be affected by other factors, such as learner factors, teacher factors, teacher privilege, etc.The thesis is composed of five parts including introduction and conclusion. Chapter One reviews the theoretical and empirical researches on washback in literature. Chapter Two focuses on some concepts and theories of washback, serving as a conceptual framework in the following chapters. Chapter three states research question, research method, research participants and data collection. Chapter Four describes the results of research and major findings and offers the implication and suggestion for further research.