文摘
英文文摘
声明
Introduction
Chapter One Literature Review
1.1 The concept of washback
1.2 Working mechanisms of washback
1.2.1 Alderson and Wall's Washback Hypothesis
1.2.2 "PPP" Washback Model
1.2.3 Overt-Covert Washback Model
1.3 Nature of washback
1.3.1 Classification of washback
1.3.2 Scope of washback
1.4 Proposals to promote beneficial washback
1.4.1 Hughes' proposals
1.4.2 Kellegan and Greaney's proposals
1.5 Empirical studies on washback
1.5.1 Washback studies abroad
1.5.2 Washback studies in China
Chapter Two Explorations into Reading
2.1 What is reading?
2.2 The nature of reading comprehension
2.2.1 Reading as an interactive process
2.2.2 Reading as a cognitive process
2.2.3 Reading as a strategic process
2.3 Analysis of new CET Band-4 reading test
2.3.1 The purpose of new CET Band-4 reading test
2.3.2 The specifications on new CET Band-4 reading skills
2.3.3 Testing techniques of new CET Band-4 reading test
2.3.4 Reading speed of new CET Band-4 reading test
Chapter Three Empirical Study
3.1 Research questions
3.2 Experimental study
3.2.1 Objectives
3.2.2 Subjects
3.2.3 Procedures
3.2.4 Data collection and analysis
3.3 Questionnaire survey study
3.3.1 Design of questionnaires
3.3.2 Subjects
3.3.3 Data collection and analysis
3.4 Interviews
3.4.1 Interviews with learners
3.4.2 Interviews with teachers
Chapter Four Findings and Implications
4.1 Major findings
4.1.1 Striving to approach communicative reading test
4.1.2 Having more positive washback effects on CE teaching and learning
4.1.3 Having more influences on CE learners than those on CE teachers
4.2 Implications
4.2.1 Enhancing authenticity of the test and textbooks
4.2.2 Adding more subjective tasks to the new CET Band-4 reading test
4.2.3 Highlighting teachers' role in fostering positive washback
4.2.4 Fostering learners' learning autonomy and self-assessment
Conclusion
Bibliography
Appendix
攻读学位期间发表的学术论文及成果
Acknowledgements
