Wash-back Effect Of NMET On Reading Teaching And Learning In Senior Ⅲ

Wash-back is the test impact on learning and teaching. Researchers' and educators' recognition of the positive/ negative effect on teaching and learning activities goes back at least four decades. It is one of the issues that have attracted professional test developers' attention in the 1990s. Now it has become a focus for both theoretical and empirical investigation in the field of language testing and language learning. It has been asserted that in a wide range of context, particularly in high-stake context, test produces a powerful influence on teaching and learning.This thesis tries its efforts to do some research on the concerning question. The goal of the research are: (1) to document the teachers' wash-back-related behavior in the test preparation class and perceptions on reading teaching; (2) to reveal the wash-back effect of NMET on students' in reading material choosing, learning attitude and learning strategy and ability; (3) to reveal the causes of the existence and nature of the impact of the NMET on Senior III reading teaching and learning and put forward suggestions on reading teaching and the design of reading test in the NMET.This thesis is composed of five chapters. Chapter One is an introduction to the present study and the thesis. Chapter Two reviews the basic theory on test validity, wash-back, NMET and reading tests. Chapter Three addresses the design of the present study. Chapter Four is devoted to the analysis and evaluation of the data in the light of the newly-built framework. Chapter Five puts forward some suggestions and states the limitations of the present study.