The Washback Effect of CET Spoken English Test Upon College English Teaching

Wenyuan ZHUO

Abstract


The paper is an attempt to probe into the washback effect of CET (National College English Test) Spoken English Test (CET-SET) on College English (CE) teaching and learning by adopting a descriptive research method, which is of innovative and positive significance. The results of the research may be helpful to improve CET SET and make it better help students enhance their oral proficiency.


Keywords


CET-SET; Washback; College English teaching and learning

Full Text:

PDF

References


Alderson, J. C., & Hamp-Lyons. (1996). TOEFL Preparation courses: A study of wash-back. Language Testing, 13, 280-297.

Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115-129.

Anoymous. (1999). College English syllabus. Shanghai: Shanghai Foreign Language Teaching Press.

Bachman, L. F. (2000). Modern language testing at the turn of the century: Assuring that what we count counts. Language Testing, 17, 1-42.

Burrows, C. (1999). Adopters, adaptors and resisters: Did the assessment of the certifi-cates in spoken and written English change teaching in the AMEP? JLTA Annual Conference and 21st Annual Language Testing Research Colloquium.

Chen, J. L., & Tao, W. (2001). Researches into the washback on the spoken test of CET. Shandong Foreign Language Teaching, (1).

Cheng, L. Y. (1998). The washback effect of public examination change on classroom teaching. 20th Annual Language Testing Research Colloquium.

Hughes, A. (2002). Testing for language teachers. Cambridge: Cambridge University Press.

Jin, Y. (2000). The washback effect of CET spoken English test on college English teaching and learning. Foreign Language, (4).

Messick, S. (1996). Validity and washback in language testing. Language Testing, 13, 241-256.

Nunan, D. (2001). The learner-centered curriculum: A study in second language teaching. Shanghai: Shanghai Foreign Language Educational Press.

Seliger, H. W., & Shohamy, E. (1999). Second language research methods. Shanghai: Shanghai Foreign Language Educational Press.

Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: Washback effect over time. Language Testing, 13(3), 298-317.

Tarone, E., & Yule, G. (2000). Focus on the language learner. Shanghai: Shanghai Foreign Language Educational Press.




DOI: http://dx.doi.org/10.3968/9241

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 zhuo wen yuan

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission: http://cscanada.org/index.php/css/submission/wizard

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; office@cscanada.net; ccc@cscanada.net; ccc@cscanada.org

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

 

Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:caooc@hotmail.com; office@cscanada.net

Copyright © Canadian Academy of Oriental and Occidental Culture