正面的还是负面的：大学英语四、六级考试反拨效应实证研究

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
Chapter Eight Examinee Output in the CET Writing and Speaking Tests
Chapter Nine Major Facors Exerting Influence on College English Teaching and Learning
Chapter Ten Conclusions
Bibliography
Appendices