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【Abstract】Washback generally refers to the impact of a test on learning as well as teaching. With the test types increasing， there is a growing number researches focus on the washback effect at home and abroad. And CET-4 listening test is very important in the whole test. The author will research whether there is the washback effect of CET-4 on learners’ learning and the general nature of the washback effect.
【Key words】CET-4 English test； washback effect； listening learning
1. Introduction
After 1990s， a growing number of researchers set out to study washback effect of language test. However， most researchers pay more attention to study washabck effect of language test in teaching field， but few researchers study focus on learners.
This paper aim at making an study on the washback of CET-4 listening test and intends to investigate the washback effect on learners. The first target is to make certain whether CET-4 listening test has washback effect or not. And then to probe whether positive effect or negative effect holding dominant position.
2. Methodology
2.1 Research Question
According to Alderson Wall’s 15 hypotheses， hughes’s model and other research result， two major question as follows：
Does CET -4 have washback effect on listening learning？What’s the general nature of the washback effect？
2.2 Research Participants
The participants of the paper consisted of 120 non-English major students who prepare to participate in CET-4 test. They were chosen from 3 class of different majors.
Questionnaire is the main research tool. It can acquire significant and convictive information. And the goal of this questionnaire is to investigate CET– 4 listening test’s influence in students listening ability.
3. Results and Analysis
3.1 The Washback that Influence English Listening Learning
120 copies of student questionnaire had been distributed to the students who want to take CET -4 listening test. 120 copies of questionnaire were received， and one copy of the questionnaire is blank. Thus， the response rate is 99.17%.
Survey as the main instrument for information collection， the results will be presented as follow：
There are 14% of students deem there is no difference on their listening learning before and after the test preparation.78% of students admit that the preparation course has bring them a little progress. From the data we can see that nearly 3% of students hold the view that the preparation course has certain help a lot for improving their English level. A tiny minority 5% think negative opinions that preparation for CET-4 listening test making their listening learning has enter a worse situation. As is show， CET-4 listening test surely made a washback effect in many aspects of learning. And it is a multiple choice question， so the total percentage was over 100%. 15% of students admit the test influence their learning purpose， 13% of them deem the test affect their learning content， and 13% feel the test make some different in learning method， 15% Believe the test change their learning attitude； 9% think the test improve their learning interest， and 7% of them state the test alter their learning order. What is more， 14% of them hold the view that the test impact their learning extent and depth； 6% agree with the opinion that the test caused some effect in the choice of learning materials； 8% of participates indicate that the test transform their learning speed.
In conclusion， CET-4 listening test does exert washback in lots of aspects of English listening learning.
3.2 The Overall Nature of Washback
From the investigation of the students， it is clearly showed that there is not only positive effect but also negative effect， but by and large， the positive effect overweight negative effect.
As the question mainly about the students’ view on the influence of the CET-4 on listening learning， 42% of the students thought the test has more positive test than negative effect， 10% of students deem that there just exist positive effect， 31% of the students hold the point that negative effect is great than negative positive effect， 7% of students stated almost negative effect run through the whole learning process to take a CET-4.
Generally speaking， from the data we can conclude that positive effect is greater than negative effect in the whole listening learning process.
4. Conclusion
On the basis of the results of the questionnaire， the author sums up a finding that CET -4 listening test surely make massive effect on college English listening learning， and such effect is both positive and negative. From the data of questionnaire， we can get the conclusion that positive effect is overweight negative effect.
According to the data of questionnaire， students should realize that they should not only practice their English listening for the test， but also for the practical usage. They should regard passing the CET -4 tests as their short- term goal， and their long-term pursuit is to improve English listening ability and communication skill.
References：
[1]Gu X.D.Positive or Negative？An Empirical study of CET washback[M].Chongqing University press，2007.
【Key words】CET-4 English test； washback effect； listening learning
1. Introduction
After 1990s， a growing number of researchers set out to study washback effect of language test. However， most researchers pay more attention to study washabck effect of language test in teaching field， but few researchers study focus on learners.
This paper aim at making an study on the washback of CET-4 listening test and intends to investigate the washback effect on learners. The first target is to make certain whether CET-4 listening test has washback effect or not. And then to probe whether positive effect or negative effect holding dominant position.
2. Methodology
2.1 Research Question
According to Alderson Wall’s 15 hypotheses， hughes’s model and other research result， two major question as follows：
Does CET -4 have washback effect on listening learning？What’s the general nature of the washback effect？
2.2 Research Participants
The participants of the paper consisted of 120 non-English major students who prepare to participate in CET-4 test. They were chosen from 3 class of different majors.
Questionnaire is the main research tool. It can acquire significant and convictive information. And the goal of this questionnaire is to investigate CET– 4 listening test’s influence in students listening ability.
3. Results and Analysis
3.1 The Washback that Influence English Listening Learning
120 copies of student questionnaire had been distributed to the students who want to take CET -4 listening test. 120 copies of questionnaire were received， and one copy of the questionnaire is blank. Thus， the response rate is 99.17%.
Survey as the main instrument for information collection， the results will be presented as follow：
There are 14% of students deem there is no difference on their listening learning before and after the test preparation.78% of students admit that the preparation course has bring them a little progress. From the data we can see that nearly 3% of students hold the view that the preparation course has certain help a lot for improving their English level. A tiny minority 5% think negative opinions that preparation for CET-4 listening test making their listening learning has enter a worse situation. As is show， CET-4 listening test surely made a washback effect in many aspects of learning. And it is a multiple choice question， so the total percentage was over 100%. 15% of students admit the test influence their learning purpose， 13% of them deem the test affect their learning content， and 13% feel the test make some different in learning method， 15% Believe the test change their learning attitude； 9% think the test improve their learning interest， and 7% of them state the test alter their learning order. What is more， 14% of them hold the view that the test impact their learning extent and depth； 6% agree with the opinion that the test caused some effect in the choice of learning materials； 8% of participates indicate that the test transform their learning speed.
In conclusion， CET-4 listening test does exert washback in lots of aspects of English listening learning.
3.2 The Overall Nature of Washback
From the investigation of the students， it is clearly showed that there is not only positive effect but also negative effect， but by and large， the positive effect overweight negative effect.
As the question mainly about the students’ view on the influence of the CET-4 on listening learning， 42% of the students thought the test has more positive test than negative effect， 10% of students deem that there just exist positive effect， 31% of the students hold the point that negative effect is great than negative positive effect， 7% of students stated almost negative effect run through the whole learning process to take a CET-4.
Generally speaking， from the data we can conclude that positive effect is greater than negative effect in the whole listening learning process.
4. Conclusion
On the basis of the results of the questionnaire， the author sums up a finding that CET -4 listening test surely make massive effect on college English listening learning， and such effect is both positive and negative. From the data of questionnaire， we can get the conclusion that positive effect is overweight negative effect.
According to the data of questionnaire， students should realize that they should not only practice their English listening for the test， but also for the practical usage. They should regard passing the CET -4 tests as their short- term goal， and their long-term pursuit is to improve English listening ability and communication skill.
References：
[1]Gu X.D.Positive or Negative？An Empirical study of CET washback[M].Chongqing University press，2007.