An Investigation On The Washback Of Grammar Completion In National Matriculation English Test On Grammar Teaching And Learning In Senior High School

Washback usually refers to the influence of language testing on language teaching and learning, which is ubiquitous in language testing. Since the end of 1980 s, the washback has attracted people's attention. The College Entrance Examination, regarded as the most important, strictest and fairest selective test for senior high school students in China, is highly valued by the whole society. However, there are a few empirical studies focusing on the washback of college entrance examination, especially studies about the grammar part in National Matriculation English Test(NMET). In February, 2014, Test Explanation published by National Educational Examinations Authority(NEEA) announced that since the beginning of 2014, grammar completion will replace multiple choice that have already been used for several decades. The emergence of new question type has received lots of people's attention. This thesis attempts to look into the washback of grammar completion in NMET on teaching and learning.According to the effects produced by grammar completion in NMET on teaching and learning, three questions are put forward:1. What are the students' and teachers' attitudes towards grammar completion in NMET (national version)?2. What is the washback of grammar completion in NMET(national version) on English teaching in senior high school?3. What is the washback of grammar completion in NMET(national version) on English learning in senior high school?Aimed at research questions above, the author investigated 34 teachers and 583 students of Grade 2 from Zhong Yang No. 1 Senior High School, Lvliang city, Shanxi province. In the process of survey, three instruments are used--questionnaire, interview and classroom observation.The result shows that grammar completion in NMET has certain influences on grammar teaching and learning, whose effects are complicated. Among them, positive and negative washback coexist side by side and infiltrate and restrict each other. 1) Teachers aspects: Teachers support the transformation of this question type. In the process of teaching, teachers are used to explaining grammar points according to test syllabus, and teach some problem-solving skills. In grammar practice, teachers ask students to do grammar completion so that it can improve students' practical English application abilities. However, under the guidance of new curriculum standards and the emergence of new question type, teachers do not alter their teaching methods, and continue to repeat traditional ways mechanically. 2) Students aspects: The attitudes of students are inconsistent to this question type, and 45.6% students hold supportive attitude. In the whole learning process, teachers control the whole class, while students play a rather passive role. They also use grammar completion to strengthen their grammar abilities.Based on the theoretical analysis of tests and investigations, the author comes up with two suggestions to promote positive washback of grammar completion: 1) Teachers should reinterpret and reanalyze the curriculum standard of senior high school and test syllabus, and put grammar requirements in curriculum standard into practice during their teaching process. 2) Teachers should try their best to create inquiry-based grammar classroom and cultivate students' independent-learning abilities.