Research On The Backwash Effect Of College Entrance Examination English Reading Test On High School English Reading Teaching

Backwash effect,also known as backwash effect,usually refers to the impact of language testing on language teaching and learning.The impact may be positive or negative.Since the 1990 s,the backwash effect has attracted widespread attention from many domestic and foreign scholars.As we all know,my country’s college entrance examination plays a decisive role in high school students.The impact of the college entrance examination on relevant students is very obvious.As an important part of the college entrance examination,the total scores of English subjects accounted for 1/5 of the total scores of the college entrance examination in most provinces.It is not surprising that the college entrance examination English test has attracted widespread attention from examinees.English reading ability is closely related to English performance.Research on the effects of the college entrance examination English reading test can help us better understand the specific effects of the college entrance examination English test and improve English teaching.In view of this,this article takes Yunnan Province as an example to conduct an empirical study on the backwash effect of the English reading test part of the college entrance examination on high school English reading teaching.At the same time,it compares the different effects of the reading test on all aspects of reading teaching in senior three and senior two.The theoretical basis of this research is the backwash hypothesis proposed by Alderson & Wall(1993)and the PPP backwash model proposed by Bailey(1996),combined with the backwash model of Chen Xiaokou(2007),with reference to Qi Luxia’s research methods.This research uses three research tools: questionnaire survey,classroom observation,and interview.The research objects involve English teachers and students in two high schools in Xuanwei City,Qujing City,Yunnan Province.The main research questions of this article are asfollows: First.In what ways does the college entrance examination English(Yunnan Province)reading test have a backwash on high school reading teaching? Second.What is the difference in the backwash effect of the college entrance examination English(Yunnan Province)reading test on the English reading teaching in the second and third grades?The research results show that most of the teachers and students participating in the survey hold a positive attitude towards the overall impact of the college entrance examination English reading test.Its positive impact is manifested in the high authenticity of the college entrance examination English reading test,which can reflect the real English reading ability of students to a large extent.It can stimulate the teaching enthusiasm of these teachers and the learning motivation of students.The negative impact is manifested in the large use of reading preparation materials in the third year of high school,the purpose of reading teaching is too utilitarian,and the lack of subjective questions makes it easy for teachers and students to focus on summarizing the answering rules of objective questions and encourage the style of taking exams.The research results also show that there are obvious differences in English reading teaching between the third year and the second year.In contrast,the phenomenon of taking exams in the third year is more common.The analysis of the research results shows that most teachers and students are satisfied with the current college entrance examination English reading test,and the impact of the test on reading teaching is greater than the negative impact.However,the negative backwash effect still cannot be ignored,which is mixed with the test itself,reading teaching and learning,and social factors.In order to reduce the negative backwash effect,the researchers put forward countermeasures: First,the teaching content of the second and third grade reading classes should include cultural and historical knowledge in addition to the six reading skills.Focus on text genre and discourse analysis.In addition,different question forms should be adopted in the reading class;second,reading should be prepared for writing.The abilities of listening,speaking,reading and writing in English are not developed independently,but integrated and developed together.of.Due to the reform of the college entrance examination English test,the cultivation of writing ability needs to consider paragraph style,paragraph logic,paragraph language and characteristics of good stories in English reading teaching.