A Study Of The Washback Effects Of Nmet Reading Test On Reading Teaching In Senior Middle School

It is universally acknowledged in educational field that high-risk exams have influence on language teaching,which is called washback effects in applied linguistics.Shandong Province is well-known for its huge number of test takers,low admission rate to elite universities and difficulty in college entrance exam.English is one of the main subjects,whose test scores are worth researching.Reading test scores have increased from40 to 50,accounting for one third of the total scores.As a student in the past and a teacher at present,the author makes the English reading test in Shandong one of the research objects,aiming to find out the influence of this typical reading test on teaching.The research aims at reading comprehension test and teachers and students related.The research tools include questionnaires,class observation table and interview form as well as students journal.Below are three research questions: First,what’s the feature of discourse input and expected response of the reading test? Second,which washback effects does reading test have on teaching? Third,which washback effects does reading test have on learning?The results show that the reading test has both positive and negative washback effects on teaching and learning.The washback effects are as follows.Teaching time takes up a large percentage and reading teaching is valued.Reading skills are regarded as the key point in the teaching goal and content.Meanwhile,there are a variety of teaching materials,which are obviously exam-oriented.Students and teachers tend to experience anxiety and pressure related to the test.The study reveals that to strengthen the positive effects,teaching and learning are supposed to focus on the test trend;students’ feelings and emotions should be considered.To reduce the negative effects,an approach is urgently needed which centers on students,features comprehensive practice activity and favors cooperation and exploration.