文摘
英文文摘
大连海事大学学位论文原创性声明和使用授权书
Chapter 1 Introduction
1.1 Research question
1.2 Background of the study
1.3 Purpose of the study
1.4 Significance of the study
1.5 Layout of the thesis
Chapter 2 Literature Review
2.1 Definitions of washback effect
2.2 Washback mechanisms
2.2.1 Alderson and Wall's washback hypothesis
2.2.2 Hughes' washback model
2.2.3 Prodromou's overt-covert washback model
2.3 The nature of washbacak effect
2.3.1 Positive washback effect and negative washback effect
2.3.2 Proposals to promote positive washback effect
2.4 TEM8 and related washback research
2.4.1 Overview of TEM8
2.4.2 The main restructuring of TEM8 since 2005
2.4.3 The empirical studies about washback effect of TEM8
Chapter 3 Research Method
3.1 Research objectives
3.2 Research Design
3.2.1 Subjects
3.2.2 Instruments
3.3 Data collection method
3.4 Data analysis method
3.5 Validity and reliability
Chapter 4 Findings and Discussions
4.1 Introduction
4.1.1 Participant TEM8 results
4.1.2 Participants'knowledge of TEM8 restructuring
4.1.3 Questionnaire data collected
4.2 Participants'attitudes towards general washback effects of TEM8 restructuring
4.2.1 Student perspective
4.2.2 Teacher perspective
4.3 Participants' attitudes towards specific washback effects of TEM8 restructuring
4.3.1 Washback effects of the restructuring of testing time and weighting
4.3.2 Washback effects of the restructuring of testing content
4.3.3 Washback effects of the readjustment of testing on competence
4.4Summary
Chapter 5 Conclusion
5.1 Summary of major findings
5.2 Suggestions to promote positive washback of TEM8
5.3 Limitations of the study
5.4 Recommendations for further research
References
Appendix Ⅰ Student Questionnaire
Appendix Ⅱ Teacher Questionnaire
Appendix Ⅲ Student Interview Questions
Appendix Ⅳ Teacher Interview Questions
Appendix V Questionnaire Statistical Data
Publications
Acknowledgements
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