An Investigation Of Washback Effect Of NMET Reading Comprehension On Senior High School Discourse Teaching

With the promulgation of the High School English Curriculum Standard(2017 edition),the importance of discourse is highlighted.The score of English reading comprehension part in NMET is 60,accounting for 40%of total score in the test paper.Therefore,the influence of reading comprehension on English discourse teaching in senior high school should be paid seriously attention to.This paper is going to use the following methods:text analysis,questionnaire,interview and classroom observation to study the following contents:1)Does the English reading comprehension of NMET have positive or negative washback on high school text teaching?2)Which aspects on discourse teaching are reflected by NMET English reading comprehension and how does reading comprehension affect these aspects?In order to investigate the current situation of English discourse teaching in senior high school and the effect of reading comprehension on discourse teaching content,discourse teaching method,discourse teaching evaluation and discourse teaching concept,this paper takes 34 English teachers in senior high school of Changchun Foreign Language School as the research subject.SPSS22.0 statistical software is used to analyze the data,collecting questionnaire results including:average number,standard deviation,Pearson correlation coefficient and other values.The findings are as follows:1)Most teachers lack of understanding about requirements of the new curriculum;2)Because test pays more attention on macro-text analysis methods,teachers pay more attention to macro-text analysis methods in discourse teaching than micro-text analysis methods;3)Although the text genre involved in the test is comprehensive,teachers will still choose more types of discourses as the text teaching content according to the students’ level;4)Teachers agree that discourse analysis should be used to explain reading comprehension,but there is a phenomenon of examination-oriented education in practical teaching;5)As for how to evaluate discourse competence,teachers tend to use objective test as a tool to evaluate;6)Influenced by test and new curriculum standards,teachers’ discourse teaching concept is not only to cultivate students’ discourse competence,but also to get high scores in the examination.Based on the research results above,this paper puts forward the following suggestions for senior high school teachers to teach English discourse:1)Strengthen teachers’ understanding about the new curriculum standard by organizing collective curriculum reading and add times of collective reading;2)Strengthen the penetration of micro-discourse knowledge in the classroom;3)Choose different text teaching content according to different levels of students,and enrich the content of text teaching;4)Combining test with discourse teaching,we should not only teach answering skills,but also cultivate students’ discourse ability;5)Add a variety of evaluation methods such as abbreviated texts,short plays or speeches;6)Let teachers play a leading role in discourse teaching and avoid passive examination-oriented education.To sum up,English reading comprehension test in NMET have different degrees of backwash effect on the content,method,evaluation and concept of discourse teaching.Through the study of the question’s counter-allocation effect on discourse teaching,it is helpful for teachers to study the curriculum standard further and improve the quality teaching.