College Entrance Reading Test Of English Language Teaching Anti-allocated The Role Of Research

Washback refers to the positive or negative effects that tests may have on teaching and learning. Ever since the 1990s, a large number of studies have been conducted at home and abroad on washback effects of language testing, resulting in a deep understanding of some related hypothesis and theory system. Some empirical study on extensive and high-stake tests, such as TOFEL etc, did give rise to the reform and innovation in language testing and teaching.The college entrance examination is regarded as one of the most important extensive, standardized national high-stake test in China. And it is also the only achievement test which is employed to choose qualified candidates for different colleges nowadays. However, many domestic and international scholars and researchers have discussed washback effects from theoretical perspective, there have not been enough empirical investigations. High school English teachers who are involved in the entrance exam especially know very little about the concerning study. The reform of reading comprehension test began in 2005, followed by the introduction of a new test item in 2008. These ???? have advanced the entrance exams to a new stage where testing is so-called language competence tests, aiming at the efficient execution of communicative language teaching in class. Thereafter, this study aims to make an empirical study into teachers and students acknowledgement about the communicative competence tests, their appreciation of possible washback effects on teaching, the present state of today's English class teaching, and the possible ways to promote positive washback effects and avoid negative effects on teaching. Hope to provide reference for improving teaching quality in class and reform and innovation in the entrance exams. This research has been carried out by survey and interview methods including questionnaire, interview and classroom observation, added by statistic analysis. The participants of the study were about 700 English teachers and students from sample high schools in Shanghai. This study lasted one year from April 2008 to March 2009. In addition, this study has conducted comprehensive theoretical research of concerning papers, resulting in the solid foundation for study. This study has attained the following findings:1) The entrance exams have exerted more positive washback effects on teaching and learning than negative effects in nature.2) Some positive effects are indicated in the following aspects: curriculum project, sequences, strategies, contents, materials selections, degrees and depths, achievement assessment and so on.3) Some negative effects are indicated in the following aspects: the application of multiple choices testing might well influence the validity of testing, and the invalid feedback of tests achievement give rise to the negative washback effects on teaching and learning.4) Some reforms can possibly promote positive effects of exams. For example, more reasonable testing arrangements, application of authentic testing materials, detailed grading rules and feedback of the tests achievement offered to teachers and students.It is expected that this study will throw some light on future research of washback effects on high school English teaching and provide practical implications for future English teaching and studying.