Chapter 1 Introduction
1.1 Research Background
反冲洗是指对语言教学和学习（1992年长城和Alderson）测试的作用。人们已经注意了几个世纪。对于反冲洗的理论和实证探讨，取得了快速的发展，在20世纪80年代。因此，探讨人员投身到更深入系统的探讨，在20世纪90年代。，墙和Alderson（1993）提出'15反冲洗假说';休斯（1993）所带来的“PPP”模式反冲洗冲洗，英语毕业论文，就是机制的探究，“与会人员，流程，产品，基于以前的反洗的理论。贝利（1996年：264）一个数字形式显示，休斯TPP'，解释如何作用反冲洗功能显现。奥尔德森和HAMP里昂（1996）的通过课堂观察和访谈，探讨反冲洗托福英语教学的工具。Shohamy（1996）探讨了冲洗的时间效应，并发现测试反冲洗应随时间而改变。李（1990）论高新预科英语测试采用问卷工具。诚（1998）探讨了香港教育文凭考试（会考）对英语教学的反拨。齐留下（2017）探讨的写作TASKIN一个高风险的英语考试在中国的反冲洗。当前，反冲洗效果已成为在中国和国外的语言测试和语言教学的重点。Backwash refers to the influence of test on language teaching and learning (Walland Alderson 1992). People have paid attention to it for several centuries. The theoreticaland empirical researches about backwash gained a rapid development in the 1980s. As aconsequence, the researchers devoted themselves to studying it more thoroughly andsystematically in the 1990s. Wall and Alderson (1993) put forward '15 BackwashHypotheses'; Hughes (1993) brought about 'PPP' model of backwash to explore themechanism of backwash, that is, 'participants, process, products', based on the previousbackwash theories. Bailey (1996: 264) showed Hughes' TPP' in a figure form,explaining how backwash impact appeared to functions. Alderson and Hamp-Lyons(1996) adopted the instruments of classroom observation and interview to study thebackwash of TOFEL on English teaching. Shohamy (1996) studied the time effect ofbackwash, and discovered a test backwash should change over time. Li (1990) did astudy on matriculation English test employing the instruments of questionnaires. Cheng(1998) studied the backwash of Hong Kong Certificated of Education Examination(HKCEE) on English teaching. Qi liuxia (2017) studied the backwash of the writing taskin a high-stakes English test in China. At present, backwash effect has become the focusof language test and language teaching in abroad and China.
However, the studies on the NMET are quite rare, particularly, the backwash ofsingle-type question in the NMET. The question of phonetic items in the NMET ofShaanxi province has formed its own testing style since 2017, but no one has researchedits backwash effect on high school phonetic teaching so far. Phonetic teachingexperienced five stages of development; 1) In 1950s-1960s，'Mimicry andmemorization' were popular approaches in language teaching and learning. For phoneticteaching，teachers paid more attention to training students' capabilities of listening,1 distinguishing and pronouncing. 2) Phonetic teaching focused on analyzing, comparingthe different pronunciation between mother tongue and second language because of theinterference of 'Contrastive Analysis' in second language acquisition. 3) ‘HumanisticApproach' emphasized that teachers should pay more attention to students' psychology,feeling，emotion, motivation and interest etc in language teaching. 4) In 1980s and1990s，英语论文题目，phonetic teaching wasn't regarded a separate part of language teaching anylonger，but classified into a part of listening teaching. 5) In recent decades, thediscussion on whether language teaching should focus on forms or meanings, or both onforms and meanings has exerted a certain impact on phonetic teaching (Long 1988;Long &Robinson 1998; Doughty &Williains 1998). The development of phoneticteaching tells us that it plays a great role in English teaching and learning so that manyresearchers have laid much stress on it. So it is significant for this thesis to do a study onthe backwas
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