摘要
In 2004,Guangzhou Education Bureau introduced an English oral test into its existing Guangzhou Senior Secondary School Entrance Examination(hereafter,SSSEE)with the intention of shifting from grammar-based English teaching at junior secondary school to a communication-based teaching approach.This paper presents preliminary research findings related to the washback effects of the oral test on teaching.The data were collected via focus groups and questionnaires.The nature of the washback effects of the SSSEE English oral test is discussed from six dimensions.The study shows that washback is a complex phenomenon and it can be conceptualised via a multidimensional model.
In 2004, Guangzhou Education Bureau introduced an English oral test into its existing Guangzhou Senior Secondary School Entrance Examination （hereafter, SSSEE） with the intention of shifting from grammar-based English teaching at junior secondary school to a communication-based teaching approach. This paper presents preliminary research findings related to the washback effects of the oral test on teaching. The data were collected via focus groups and questionnaires. The nature of the washback effects of the SSSEE English oral test is discussed from six dimensions. The study shows that washback is a complex phenomenon and it can be conceptualised via a muhidimensional model.
