An Empirical Study On The Washback Of CETT To The Junior High School Students’ English Study

English tests, as a kind of efficient approach to measuring students’language behavior, work efficiently to promote students’learning. It serves teaching and produces a significant effect on teaching. Such kind of effects can be beneficial or harmful to language learning. When it promotes language teaching or learning, it’s beneficial. When it impedes language learning or teaching, it’s harmful. Achieving the biggest beneficial effect of tests is the permanent goal.With the rapid development of economy and technology, English is used more widely and it has drawn greater and wider attention. For Chinese students, Chinese-English translation (CET) acts both as a learning aim and a learning approach. ECT does good to better comprehension. It is a subconscious cognitive activity, like the comprehension of listening and reading materials. Translation from Chinese to English, serves as a presentation of learning results. It belongs to the stage of language output, like sentence completion, and writing. Translation courses are not offered to the English beginners at junior high school but only to those English majors in college, which turns to be a greatest impediment against beginners’progress, like students at junior high school students in particular.In accordance with the English examination for entering senior high school in Shaanxi Province, CET is often designed in the test paper between the reading comprehension and text completion. It is presented in the form of five incomplete sentences. Students are required to complete them according to the given Chinese.As for studies on Chinese-English translation tests (CETT), especially for junior high school is few. Up to now, most of the previous studies have theoretically explored how to teach through translation or study the translation test washback on college students, a few of them are based on the senior high school students, while those on junior high school students are relatively small in number. The present thesis attempts to prove whether or not the CETT are beneficial for English study in junior high school and to ensure whether or not the research on CETT have positive washback on English teaching and learning.Based on the present hypothesis, an empirical study has been conducted on the washback of translation testing approaches to the junior high school students’English learning. The experiment lasted three months and was conducted on120Grade Nine students selected from two parallel classes of a high school in Xi’an. The two classes were designed respectively as the experimental class (EC) and the control class (CC).They were questionnaired on the washback of translation tests to get further information. Interview was also conducted. Besides, a pre-test and post-test were given respectively before and after the experiment. All the data acquired from the questionnaire, interview and the tests were analyzed scientifically. Finally, some suggestions were put forward, so as to promote the new course standard implement and improve the students’enthusiasm as well as integrated language skills. At last, the thesis points out the study limitations and future study.