A Study Of The Washback Effect Of NMET Reading Comprehension Test On Discourse-based English Reading Teaching In Senior High Schools

Washback effect is usually referred to the influence of language tests on language teaching and learning.Since the 1980 s,washback effect has attracted the attention of scholars at home and abroad,and the scholars put forward far-reaching theoretical hypotheses and models.Some empirical research on many high-risk and large-stake tests have partly promoted the development of testing and teaching reforms,but there is not much research on the washback effect of NMET reading comprehension test on discourse-based English reading teaching in senior high schools.Therefore,it is necessary to study the washback effect of NMET reading comprehension test on discourse-based English reading teaching in senior high schools.Taking a middle school in Taiyuan as an example,this study investigates the washback effect of NMET reading comprehension test on discourse-based English reading teaching in senior high school and the similarities and differences among the three grades.The research questions are as follows.(1)What are the positive and negative washback effects of NMET reading comprehension test on discourse-based English reading teaching in senior high schools?(2)What are the similarities and differences of washback effect of NMET reading comprehension test on discourse-based English reading teaching in three grades?This study investigated the above research questions through questionnaire,interviews and classroom observation,and the research results are as follows.(1)The washback effect of NMET reading comprehension test on English reading teaching in senior high schools is mainly reflected in four aspects: teaching content,teaching method,teaching belief and teaching evaluation.In terms of teaching content and teaching belief,the washback effects are primarily positive.In terms of teaching method and teaching evaluation,the washback effects are negative.(2)There are some similarities and differences in the washback effect of NMET reading comprehension test on discourse-based English reading teaching in the three grades.The similarities are mainly reflected in teaching method and teaching belief.The differences are mainly reflected in teaching content and teaching evaluation.In addition,this thesis will give corresponding teaching implications based on the washback effect of NMET on discourse-based English reading teaching in senior high schools,hoping to play a guiding role in English discourse teaching in high schools in the future and promote the improvement of teaching quality.