ABSTRACT:Washback refers to the influence of testing on teaching and learning. CET4 is considered as a large-scale foreign language test in China. The weight of the listening test has been increased from 20% to 35% and the test formats become more various. Thus, the importance of listening is obvious, especially for the college English teaching and learning. However, the domestic research on the washback of CET-4 listening test is only in the primary phrase.
Based on the Washback Hypotheses raised by Alderson & Wall, this paper focus on the non-English major students and their listening learning practice, intends to study the washback of current CET-4 listening test from an empirical view by referring to the prior researches from both foreign and domestic scholars. The present study is meant to find out CET-4 listening test washback on college English listening learning, to advance some suggestions accordingly in the hope of fully taking advantage of the positive washback of this test while minimizing its negative washback, hoping to provide reference for improving listening learning efficiency, college English listening teaching quality and the innovation of CET-4 listening test itself.
Key words: CET-4 listening test; Washback; English listening learning
摘要:反拨效应是指测试对教师的教和学生的学产生的影响。大学英语四级考试是我国目前规模最大的外语测试之一。随着英语听力测试比重在四级考试中的增加及其考察形式的多样化，听力在大学英语教学和学习中更加凸显了其重要地位。但目前关于现行大学英语四级听力测试反拨作用的实证研究还处于起步阶段。
本文从英语听力学习者的角度出发，借鉴国内外学者对反拨作用研究的成果，以Alderson & Wall 的反拨作用假设为主要理论依据，结合大学非英语专业学生英语听力的学习实践，就我国现行大学英语四级听力测试对大学英语听力学习的反拨作用进行实证研究，进而提出相应的建议与措施以充分发挥其积极反拨作用，消减其消极的反拨作用，以期对提高大学英语听力教学质量、学习效率以及大学英语四级听力测试改革有一定参考价值。
关键词：大学英语四级听力；反拨作用；英语听力学习
