The Study Of Washback Effect Of NMET On English Teaching And Learning In Senior High School

In recent years,a large number of empirical studies have indicated that large-scale examination will have effects on teaching and learning respectively,which is named “washback”.With the reform of English Curriculum Standard,Testing Standard of NMET as well as the update of exam paper,washback of exam has also changed.Washback of language assessment is a diachronic study,which is a reference to test the degree of washback of present exam and to improve the further teaching.Therefore,the author studies the relevant literature on washback and NMET both at home and abroad,and wants to explore whether NMET has a negative or positive washback on senior high school English teaching,and the impact on English teaching and English learning.Find effective ways to improve the quality of English teaching in the end.This thesis takes Alderson & Wall’s Washback Hypothesis theory and Hughes’ s Washback Model as its theoretical basis,and analyzes the current high school English curriculum standards and syllabus through literature analysis,through questionnaires,classroom observations and interviews.The three methods conducted quantitative and qualitative research on two teachers and 253 students in Guiyang No.1 High School.The research results show that the reform of NMET in recent years has a significant washback effect on the teaching of high school English in Guizhou Province.The positive and negative effects coexist.The reform of NMET promotes the change of English teaching and learning.NMET not only promotes teachers to adjust the teaching plan appropriately and scientifically,and enrich the content of the class,but also contributes to the cultivation of students’ autonomous learning ability.Meanwhile,the improvement of students’ oral expression is evident.There will be more comprehensive talents for higher education.However,listening and writing are still the shortcomings of students’ ability and difficulties in teaching.The model of NMET makes it difficult for students to improve their reading ability in a short period.Grade is always one of the reference standards for teachers’ teaching achievements.It is difficult to avoid the “exam-oriented” road in Grade 3.Based on NMET on the washback of high school English teaching,at the end of the thesis,suggestions are made to promote the improvement of English teaching quality.In addition,this study can not only supplement the theoretical data on the washback of NMET on the Grade 1 students’ English teaching,but also encourage more scholars to participate in the study of the washback of NMET on English teaching.Due to the fact that the number of samples in this study is not large enough and the study duration is limited,the results of this study are not representative,but they can still provide data for relevant research.