The Washback Effects Of NMET Listening Test On Listening Teaching In Senior High Schools: Evidence From Different Types Of Schools

This thesis aims to investigate the washback effects of NMET listening test on senior high schools’ listening teaching.Its main purposes are to explore the washback effects of NMET listening test on the listening teaching of teachers in senior high schools,and to find out whether there are significant differences in washback effects on the listening teaching of teachers from different types of schools.This study is based on the washback hypotheses proposed by Alderson and Wall,using both quantitative and qualitative methods to collect data.The subjects are mainly from three different types of schools,namely,first-rate,second-rate and third-rate high schools.A total of 89 high school teachers take part in this survey,six of whom are interviewed.The results show that the NMET listening test has washback effects on English teachers’ teaching methods,teaching contents,teaching objectives,teaching time arrangements and the training of listening skills.After analyzing the data,the author finds that there are significant differences in teaching objectives,teaching methods and teaching time arrangements among teachers from different types of schools.However,there is no significant difference in the washback effects of NMET listening test on the listening teaching practice of teachers from different types of schools in terms of teaching content,and the training of students’ listening skills.Generally speaking,the positive washback effects of NMET listening test outweigh its negative washback effects.Based on the above results,the author puts forward some suggestions to the administrators and senior high school English teachers in order to promote the positive washback effects of NMET listening test on listening teaching in senior high schools.