Abstract:Washback is an important term refers to the influence of testing on teaching and learning. It has become a focus in language testing, language teaching and learning fields. A huge number of theoretical and empirical researches have been done on washback in foreign countries; whereas in China, the domestic research on washback is a relatively new area in the field of language testing and very little empirical research has been conducted.

It is well known that Test for English Majors (TEM-4) is one of the large scale foreign language tests in China. The Ministry of Education has reformed the TEM-4 in several years in order to adapt to the social development and improve students’ comprehensive ability. Along with the increase in the proportion of TEM-4 Listening Test and its investigation forms of diversification, Hearing in English teaching and learning more highlights its important status.

Based on the Washback Hypotheses raised by Alderson & Wall, this paper focuses on the English major students and their listening learning practice, intends to study the washback of current TEM-4 Listening Test from an empirical view by referring to the prior researches from both foreign and domestic scholars. The present study is meant to find out the washback of TEM-4 Listening Test on listening learning of English majors, to advance some suggestions accordingly in the hope of fully taking advantage of the positive washback of this test while minimizing its negative washback, hoping to provide reference for improving listening learning efficiency and the innovation of TEM-4 Listening Test itself. 

Keywords:  TEM-4 Listening Test  Washback  English listening learning

Contents

Abstract

摘要

Chapter One Introduction-1

Chapter Two Literature Review-2

2.1 Definition of Washback-2

2.2 Working Mechanisms of Washback-3

2.3 Classification of Washback-4

2.3.1 Positive and Negative Washback-4

2.3.2 Overt and Covert Washback-4

2.4 Studies on Washback-5

2.4.1 The Studies on Washback Abroad-5

2.4.2 The Studies on Washback at Home-6

Chapter Three Brief introduction to TEM-4 Listening Test-8

3.1 Brief Introduction to TEM-4-8

3.2 The Content and Format of Current TEM-4 Listening Test-8

Chapter Four Research Design-10

4.1 Objectives of the Research-10

4.2 Research Methods and Procedures-10

4.2.1 Questionnaire Survey-10

4.2.2 Classroom Observations-11

4.2.3 Interviews-11

4.3 Data Processing-11

Chapter Five The Washback of TEM-4 Listening on Listening Learning of English Majors--12

5.1 The Overall Washback of TEM-4 Listening Test-12

5.2 The Objectives of Listening Learning of English Majors-12

5.3 The Preparation for TEM-4 Listening Test-12

5.4 Methods of Listening Learning In And Out of Class-13

5.5 Results from research-13

Chapter Six Conclusion-15

6.1 Findings-15

6. 2 Suggestions to Promote Positive Washback of TEM-4 Listening Test-15

6.2.1 Ensure Students Know and Understand the Test-15

6.2.2 Cultivate Students’ Autonomy Learning and Self-assessment Ability-15

6.2.3 Make Reform of TEM-4 Listening Test Itself-15

References-15

Appendix-19