| To improve the examination enrollment system,Liaoning Province implemented a comprehensive reform of the College Entrance Examination and announced a major adjustment to the English College Entrance Examination for the newly enrolled first-year senior high school students in 2018,a new type “Continuation Task”(25)is introduced.The analysis of numerous research literature finds that College Entrance Examination,as a large-scale high-interest test,not only has a positive impact on teaching,but also has negative aspects.In this study,120 senior three English teachers were selected to investigate the washback of Continuation Task on Senior Three English teachers’ teaching in Liaoning College Entrance Examination.The purpose of this study is to solve these three questions:(1)the cognition of English teachers in Senior Three in Anshan on the Continuation Task;(2)What washback does the Continuation Task of Liaoning College Entrance Examination have on teachers’ teaching behaviors?(3)Are there any significant differences in the washback of Continuation Task among schools at different levels and regions?The results show that:(1)English teachers in Senior Three in Anshan have a high degree of understanding of Continuation Task and most of them support writing reform;(2)Since Continuation Task joined the College Entrance Examination,it has produced different degrees of washback in teaching materials,language skills training,teaching content and teaching time arrangement;(3)There is no significant difference in the washback of Continuation Task in different levels and regions of schools(p > 0.05).Based on the analysis of the research results,this study puts forward some suggestions from three aspects,hoping the positive washback of testing will be brought into full play through the efforts of all parties in the education sector in the future,and the goal of cultivating and selecting talents will be achieved. |
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