A Study On The Acquisition Of Japanese Degree Adverb

In our country,it has been 40 years since the Ministry of Education included English as a subject in the College Entrance Examination.Nevertheless,despite many reforms,the relationship between the College Entrance Examination English test and senior high school English teaching has not been harmonious.On the one hand,the College Entrance Examination English test has promoted the rapid development of senior high school English teaching and learning.On the other hand,it has seriously affected the good development of senior high school English teaching and learning to some extent.In the context of the fierce competition,some contradictions between examination and teaching have emerged.The washback effect has a certain reference value for improving the quality of reading teaching and learning in senior high school.The washback effect of language tests is a field in applied linguistics.It usually refers to the influence of tests on teachers’ teaching and students’ learning.This paper focuses on whether the phenomena of the washback effect exist,the factors influencing the washback effect,and strategies to improve the positive washback effect.It has important practical significance for promoting the reform of tests and teaching.This paper’s research objects are teachers and students from a senior high school in Hefei,Anhui Province,The questionnaire analyzes the washback effect of the College Entrance Examination on English reading teaching from the aspects of teaching objectives,the focus of teaching content,teaching strategies,teaching process,teaching ideas,and ordinary English reading test.Besides,the researcher also analyses the washback effect of the College Entrance Examination reading comprehension test on students’ reading learning from the aspects of learning initiative,mentality,learning habits,and their views on the washback effect of the College Entrance Examination.This paper also explored how to promote positive washback and avoid negative washback.The research methods include the literature review method,text analysis method,questionnaire survey method,classroom observation method,and interview method.This study adopted both qualitative and quantitative research,it was conducted as investigative research.To make up for the shortage of questionnaires,the researcher also selected several teachers as the objects of the classroom observation.The contents of classroom observation include teaching goals,reading materials,teaching strategies,teaching activities,and homework.After the classroom observation,the researcher conducted a semi-structured interview.Through a combination of quantitative and qualitative description and analysis,the researcher drew the following conclusions.It is found that the College Entrance Examination reading comprehension questions have a washback effect on the focus of teaching content and ways of teaching.The washback effect of the College Entrance Examination on teachers’ focus on teaching content is embodied in the choice of teaching resources and in what kind of skills to examine,and the positive washback effect is greater than the negative washback effect,In the teaching process,the negative washback effect is obvious,especially in the exam-preparation stage of the third year of senior high school.The setting of teaching activities and the allocation of classroom time were negatively affected by the negative washback effect.