Study On The Influence Of College English Process Testing Item Difficulty On Students' Learning Progress And Motivation Changes

College English Testing is an important part of English teaching. It is an importantreference to measure students' English level and effect of college English teaching. Expertshave paid more attention on some nationwide tests, such as CET-4and CET-6all the time.But for school examinations, especially some small quiz, educators do not give enoughattention. The backwash of test is ignored by them too. College English teachers can nothandle the difficulty index scientific. The research about the relationship between Englishtest difficulty index and their students' achievement progress and motivation (learningenthusiasm, learning motivation) changes is also a little.Though difficulty index as one of the evaluation system of language testing hasreceived wide acceptance in language testing domain, but the means of how to putreasonable difficulty index into testing practice is still a problem for most college Englishteachers under discussion. This paper, based on discussion of formula of difficulty index: P=R/T of Backhoff, Krashen's comprehensible Input, through comparative study, analyzes thechanges of students' English scores and motivation in different difficulty index.With the method of process testing and questionnaire study, the thesis focus on findingout the relationship between English learning motivation changes and difficulty index of52students. From the result of the study, there exists a problem on designing difficulty index ofcollege English testing. Based on this result, the author did a series of improvement, in orderto serve college English teaching and learning. Finally, to confirm the relationship betweenthe students' learning motivation and difficulty index, the author has done a comparativestudy and survey study. Conclusions can be drawn from the thesis that, in order to improvestudents' English scores, the reasonable difficulty index should be realized to match therequirement of college English syllabus; what's more, language input should neither be sofar beyond their reach that they are overwhelmed, nor so close to their current stage.The study result can promote the implication of college English testing theory in testingand give some inspiration on designing English test and the difficulty index.