本研究是在2002-2005年(即CET进行一系列重大改革前)进行的，是作者的国家社会科学基金项目“大学英语四、六级考试反拨效应历时研究”的研究基础(07BYY030)。本研究把大学英语四、六级考试(CET)的反拨效应界定为CET为大学英语教学的影响。本研究是在样本学校、个体教师及全国范围内进行的，运用了课堂观察、问卷调查、面对面访谈和测试等主要研究手段。

本研究把大学英语四、六级考试(CET)的反拨效应界定为CET为大学英语教学的影响。研究的重点是：1)CET参与者对该考试及其反拨效应的认识；2)CET对大学英语课堂教学过程的影响；3)CET对大学英语教学产出的影响；此外作者还分析了影响大学英语教学的非考试因素。本研究是在样本学校、个体教师及全国范围内进行的，运用了课堂观察、问卷调查、面对面访谈和测试等主要研究手段。研究结果表明：CET对大学英语教学产生了明显的正面反拨效应，但其反拨效应的问题远比人们想象的复杂，有一系列的因素影响大学英语教学的产出。

本研究是在2002-2005年(即CET进行一系列重大改革前)进行的，是作者的国家社会科学基金项目“大学英语四、六级考试反拨效应历时研究”的研究基础(07BYY030)。

List of Abbreviations

List of Figures

List of Tables

Chapter One Introduction

 1.1 Origins of the Study

 1.2 Research Models

 1.3 Research Questions

 1.4 Stages of the Research

 1.5 Organization of the Book

Chapter Two Literature Review of Washback Studies

 2.1 Relationship Between Teaching and Testing

 2.2 Definitions of Washback

 2.3 Assertions about Washback

 2.4 Theoretical Frameworks for Washback Studies

 2.5 Empirical Studies of Washback and Impact

 2.6 Proposals to Promote Beneficial Washback

 2.7 Washback Studies in China

 2.8 Summary

Chapter Three Historical Overview of the CET

 3.1 Context of the CET: College English Teaching Since 1978

 3.2 Aspects of the CET

 3.3 Summary

Chapter Four Research Methodology

 4.1 Classroom Observation

 4.2 Questionnaire Surveys

 4.3 Interviews

 4.4 Other Research Methods

 4.5 Summary

Chapter Five CET Stakeholders' Perceptions of the Test and Its Washback

 5.1 Conference Participants' Perceptions

 5.2 Teachers and Students' Perceptions Nationwide

 5.3 Sampled University Teachers and Students' Perceptions

 5.4 CET Stakeholders' Proposals to Promote Beneficial CET Washback

 5.5 Summary

Chapter Six Characteristics of College English Teaching and Learning in the Classroom

 6.1 Teaching Content

 6.2 Teaching Methods

 6.3 Teaching Pace

 6.4 Attitudes towards Teaching

 6.5 Individual Differences--Case Studies of Three Teachers' Lessons

 6.6 Summary

Chapter Seven Test-oriented Practice

 7.1 Selection of Reading Passages and Quality of Test Items

 7.2 Overall Analysis of the Forty-five Reading Passages in Jing's Book

 7.3 Specific Analysis of Eight Reading Passages from Jing's Book

 7.4 Causes and Consequences of Test-oriented Practice

 7.5 Summary

Chapter Eight Examinee Output in the CET Writing and Speaking Tests

 8.1 Test of Writing in the CET

 8.2 Analysis of Examinee Output in the CET Writing Test

 8.3 Test of Speaking in the CET

 8.4 Analysis of Examinee Output in the CET Speaking Test

 8.5 Summary

Chapter Nine Major Factors Exerting Influence on College English Teaching and Learning

 9.1 Administrative Measures

 9.2 Teacher Factors

 9.3 Learner Factors

 9.4 Summary

Chapter Ten Conclusions

 10.1 Summary of Major Findings

 10.2 Suggestions and Feedback to CET Stakeholders

 10.3 Evaluation of the Research

 10.4 Recommendations for Further Studies

Bibliography

Appendices

  Appendix Ⅰ Questionnaire Surveys

  Appendix Ⅱ Classroom Observation

  Appendix Ⅲ Test Results of the Eight Reading Passages