文摘
英文文摘
声明
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
Chapter 2 Literature Review
2.1 Washback
2.1.1 Definitions of Washback
2.1.2 Classifications of Washback
2.1.3 Empirical Studies of Washback
2.2 CE Graded Teaching
2.2.1 Constructivism Theory
2.2.2 Communicative Language teaching
2.2.3 The Input Hypothesis
2.3 Introduction to CET-SET4
2.3.1 Administration Background
2.3.2 CET-SET4 Content
2.3.3 Development Principle of CET-SET
Chapter 3 Methodology
3.1 Objectives
3.2 Subjects
3.3 Instruments
3.4 Data Collection Procedures
3.4.1 Questionnaire for students
3.4.2 Questionnaire for Teachers
3.4.3 Interviews for Students
3.4.4 Interviews for Teachers
Chapter 4 Data Analysis
4.1 Questionnaire Survey for Students
4.2 Questionnaire Survey for Teachers
4.3 Interviews for Students
4.4 Interviews for Teachers
Chapter 5 Discussions and Implications
5.1 General Analysis on the Results
5.2 Detailed Analysis on the Results
5.2.1 Awareness of CET-SET
5.2.2 Incentive to Take CET-SET
5.2.3 Attitudes to CET-SET and Perception of CET-SET Importance
5.2.4 Classroom Teaching and Learning
5.3 Implications of CET-SET
5.3.1 Implications for CE Teachers
5.3.2 Implications for CE Learners
5.3.3 Implications for University Authorities
Chapter 6 Conclusion
Bibliography
Appendix
攻读硕士学位期间发表的论文
Acknowledgements