Investigation Of The Negative Washback Effect Of NMET On The English Learning In Senior High Schools

In recent years, the enthusiasm of English learning in China has been growing increasingly.However, the learning outcome is not that satisfying. National Matriculation English Test (NMET)in China is an English test together with a series of tests with the function of selecting secondaryschool graduates for higher education. Undoubtedly, this test plays a crucial role in the learning ofstudents. The influence of the test on teaching and learning is known as backwash or washback. Itis “backwash” in general education circles, but it has been referred to as “washback” in Britishapplied linguistics. The researches made on washback mainly focus on the washback on teaching,but rarely on learning. English learning in china has a comparatively long history, but the situationof time-consuming with lower efficiency has not changed. As the basic main body of education,the role of learners should never be neglected. Therefore, how to decrease the negative side ofNMET on learners is strongly demanding.As pioneers in this field, Anderson and Wall proposed the Washback Hypothesis, laying atheoretical foundation for later researches. They pointed out that washback was much morecomplicated and more attention was needed. According to his teaching experience, Prodromoumade researches on washback from a different angle, dividing washback into overt and covertwashback, and listed the characteristics of test-oriented teaching and ideal teaching. According tohis research, washback of test on teaching and learning is negative. Based on the WashbackHypothesis and Overt-Covert Washback Theory, with methods of questionnaire, interview andclassroom observation,323senior high school students and11English teachers have beeninvestigated. This investigation is trying to find out the negative washback effects on learningattitudes, learning contents, learning methods and learning materials, and what specific factors areleading to the negative washback of NMET.According to the result of this investigation, this research finds out that the negativewashback on students are varied. Test-oriented learning is obvious among students; what’s more,it is particularly remarkable for the learning in Grade3. Both internal and external factors formthis phenomenon. Students are forced to learn English to be a talent with the purpose of highermarks rather better performance. Under this background, with the purpose of higher marks,learning methods, learning contents and learning materials are more test-oriented. Undoubtedly,learning is obviously misguided by NMET, which distorts the original objects of English teachingand learning in high schools.Based on the result of this investigation, the author has analyzed the factors causing thenegative washback of NMET, and make suggestions like decreasing the multiple choices, testing oral English, increasing testing times of NMET to relieve the stress of NMET. After thepreliminary researches on washback effects, the author believes that the present study will cast anew light on empirical researches of the negative washback, with a view to promoting highschool English teaching and learning and providing practical value in the reform and innovationin English education in China.