A Study Of The Washback Effect Of The NMET On English Writing Teaching In Senior High School

As one of the important tests for national talent selection,college entrance examination has drawn widespread attention from schools,teachers,students and parents.English is an important subject in the college entrance examination.Writing is an important language skill and accounts for a large proportion of the score in the college entrance examination.In order to know the washback effect of the NMET on English Writing Teaching,this study aims to survey teachers’ and students’ understanding of English writing and the current situation of writing teaching and the problems existing in English writing teaching under the influence of college entrance examination and to provide reasonable suggestions for the ultimate improvement of English writing teaching,optimizing the teaching mode,teaching idea and teaching methods.This study is based on Alderson’s(1993)Washback Hypothesis and Hughes’ Washback Model(1993).Questionnaires and interviews are used to investigate the Washback influence of college entrance examination English test on high school English writing teaching.This research mainly addresses two questions:(1)What is washback of NMET on English teachers’ writing teaching in senior high school?(2)What is washback of NMET on students’ writing learning in senior high school?The results show that the English test in the college entrance examination has different effects on the content,methods and ideas of English writing teaching.Firstly,the test has different influence on the teaching content of teachers in different grades.Teachers pay more attention to English scores in college entrance examination,and often have writing practice similar to the writing task in college entrance examination.During the period of college entrance examination review,the teachers’ teaching content mainly deals with the examination questions,and there is little language interaction and communication between teachers and students.At the same time,the learning methods and contents of English writing among students of different grades also have different effects.The language skills acquired by students are mainly determined by the content of the college entrance examination.Especially English writing teaching in Grade 3 receives a greater backwash effect.In addition,it is found that teachers of different genders differ in teaching methods,and male teachers pay more attention to the use of teaching methods in teaching.Finally,some reasonable suggestions are put forward to improve the teaching of English writing in senior high school.This study will help us to understand the backwash effect of college entrance examination on English writing teaching in senior high school and improve the teaching effect and students’ writing ability in senior high school.