The Listening Subtest Of Ielts And Its Washback Effects On English Learning

The present thesis is a study of the IELTS listening test and its washback effects upon English learning. Adopting an interactional model of language test performance put forward by Lyle. F. Bachman, the study analyzes the 'what' of the IELTS listening and the 'how' of the IELTS listening. Based on Alderson and Wall's (1993) Possible Washback Hypotheses, the author, by means of questionnaires, diary filings, and interviews, and with 30 English learners in a language-training institute in Xi'an as the subjects, studies the washback effects of IELTS listening test upon English learning.Conducted respectively from the perspectives of learners' learning content, learning attitude, and learning method, the study is mainly aimed to solve the following problems: (1) Will what is being tested in the IELTS listening influence what learners learn? (2) Can the IELTS listening be a shortcut to extrinsic motivation for learners to develop listening skills? (3) Will the IELTS listening influence how learners learn? The following are the findings of the study:From the perspective of learning content, the IELTS listening test has effects on learners' language competence and their selection of learning materials. The IELTS listening lays stress on listening skill, reading skill, and writing skill, especially listening skill.From the perspective of learning attitude, learners who take part in the IELTS listening test has a clear goal, and it marks a significant difference before and after the exam.From the perspective of learning method, the IELTS listening has effects on the improvement of learners' listening, reading, and writing skills, and on the enlargement of their vocabulary.The practical significance of the research is made obvious: it is important to study testing validity, for once it is secured, the efficiency of English learning will result.