Abstract: Test for English Majors-Band 4 (TEM-4) is one of the important ways to detect the English skills of English majors who have learned the English courses on fundamental stage. Although scholars at home and abroad have done a lot of studies on this test’s reliability, teaching strategies and so on, there is still a lot to do on the study of the washback effect of TEM-4, especially the washback effect on English majors’ learning. This paper takes English majors in ZUFE as an example and uses five dimensionalities of washback effect: specificity, intensity, length, intentionality and direction as a pointcut to explore the washback effect of TEM-4 on English majors’ learning at the level of “learners’ learning”, aiming at providing new enlightenment for English education.
Key words: TEM-4; English major; dimensionality; washback effect
Contents
Abstract
中文摘要
1. Introduction-1
2. Washback Effect-2
2.1 Definitions of Washback Effect-2
2.2 Washback Effect Models-3
2.2.1 Alderson and Wall’s Washback Hypotheses-3
2.2.2 Hughes’ PPP Model-4
2.3 Five Dimensionalities of Washback Effect-5
3. Research Design-6
3.1 Purpose of the Study-6
3.2 Subjects of the Study-7
3.3 Instruments of the Study-8
3.4 Procedures for Data Collection-8
4. Data Analysis and Discussion-9
4.1 Washback Effect of TEM-4 in Specificity-9
4.2 Washback Effect of TEM-4 in Intensity-12
4.3 Washback Effect of TEM-4 in Length-14
4.4 Washback Effect of TEM-4 in Intentionality-17
4.5 Washback Effect of TEM-4 in Direction-19
5. Suggestions for English Majors-21
6. Conclusion-22
References-25
Appendix I Questionnaire-27
Appendix II Survey Questions-32
