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本研究把大學英語四、六級考試（CET）的反撥效應界定為CET為大學英語教學的影響。研究的重點是：1）CET參與者對該考試及其反撥效應的認識；2）CET對大學英語課堂教學過程的影響；3）CET對大學英語教學產出的影響；此外作者還分析了影響大學英語教學的非考試因素。本研究是在樣本學校、個體教師及全國范圍內進行的，運用了課堂觀察、問卷調查、面對面訪談和測試等主要研究手段。研究結果表明：CET對大學英語教學產生了明顯的正面反撥效應，但其反撥效應的問題遠比人們想象的復雜，有一系列的因素影響大學英語教學的產出。
本研究是在2002-2005年（即CET-進行一系列重大改革前）進行的，是作者的國家社會科學基金項目“大學英語四、六級考試反撥效應歷時研究”的研究基礎（07BYY030）。
本研究是在2002-2005年（即CET-進行一系列重大改革前）進行的，是作者的國家社會科學基金項目“大學英語四、六級考試反撥效應歷時研究”的研究基礎（07BYY030）。
作者簡介
辜向東（1967年5月—）女，重慶大學外國語學院教授，博士，碩士生導師，重慶市語言認知及語言應用研究基地兼職研究員。重慶大學外國語學院英語專業負責人，重慶市精品課程《綜合英語》負責人，國家社會科學基金項目“大學英語四、六級考試反撥效應歷時研究”項目負責人（07BYY030）。
目次
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
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
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