Intention And Reality: An Investigation Of Washback Effect Of The New CET4 On College English Teaching And Leraning

Washback refers to the impact of tests on teaching and learning, which is an important research topic in language testing. Many theoretical and empirical researches have been done in order to gain insights into this complicated phenomenon.Based on Alderson & Wall's washback hypotheses (1993) as well as Bailey's basic model of washback (1996), this thesis focuses on actual washback effects of the new CET4 (College English Test Band 4) and investigates whether this test is an effective tool for promoting college English teaching and learning (CETL hereafter) by comparing its actual washback effects with test constructors' intentions. This research is a descriptive one including four experimental instruments: document analysis, questionnaire, classroom observation and interview. The subjects are 180 college non-English majors and 40 college English teachers in grade 2006 and 2007 of Central South University (CSU hereafter) and Hunan University of Chinese Medicine (HUCM hereafter) respectively.The results from experiment indicate that the new CET4 is beneficial to alleviation of the phenomenon "teaching to the test" and cultivation of learners' comprehensive ability. In terms of intended washback on teaching and learning attitude, content, material as well as method, the results manifests the complexity of washback effects. Teachers and learners have positive attitudes to the new CET4 and are willing to change their teaching and learning activities on the surface, which means on what to teach and what to learn. However, substantial changes in how to teach and learn are not obviously seen from the present investigation. Thus it is safe to conclude washback of the new CET4 on CETL is superficial rather than substantial.The investigation also reveals that the intensity of washback effects varies from different participants: the phenomenon "teaching to the test" is more serious in ordinary university than that of the key one; more obvious in grade two than grade one; more pressure and anxiety are felt by the CET4 failures than the passers and those who have not taken part in it yet.Based on the findings of the research, the author put forward some strategies for teachers, test developers and university authorities so as to promote intended washback effects and reduce negative ones in the future: lowering stakes of the new CET4; making the new CET4 a communicative language testing; laying more emphasis on cultivation of learner autonomy; and providing assistance to college English teachers.