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he results of the investigation in Chapter 4. Chapter 5 discusses thefindings in the investigation conducted in chapter 4 and seeks for the implications of the studyby proposing the strategies for improving positive washback. 

Chapter Two Literature Review

This chapter shows the literature review which includes the concept of washback, therelated terms and the theoretical and empirical researches which are relevant to washbackeffects, such as Alderson and Wall’s washback Hypotheses, Hughes’ Washback Model andProdromou’s classification of overt and covert washback.

2.1 Previous Studies on Washback
Much evidence suggests that testing has effects on teaching and learning (Alderson &Wall, 1993), this commonplace phenomenon is referred to as ‘washback’. Washback study isa relatively new field in language testing. 1990s witnessed many theoretical and empiricalstudies conducted in different areas of the world.

2.1.1 Concept of Washback
It is generally accepted that testing has an influence on teaching and learning (Alderson& Wall, 1993). Such a common phenomenon is known as ‘backwash’ in general education.But in British applied linguistics, many researchers adopted the term ‘washback’. In this way,the term ‘washback’ is used in this thesis because most references are in accordance with theBritish convention. Although Alderson & Wall said that we have no reason to prefer to thelabel either semantic or pragmatic (Alderson & Wall, 1993).So what is the definition of washback? This term had been mentioned by many linguistsin their works.Washback was defined as the impact of testing on teaching and learning by Hughes(1989:1).Messick (1996:241) described that washback of a test would more or less influencelanguage teachers and learners. The influence included that they would do things in the classwhich they would not otherwise necessarily do.Hughes (1989:1) gave the definition of washback in the way: the impact of testing onteaching and learning.Buck (1988:17) defined washback as follows: both teachers and students were likely to 4  combine their classroom activities with the requirement of the test. This phenomenon wouldbecome more serious when the test was vital to the future of the students, and the pass rate ofthe test would be taken as the key judgment of teacher success. As a result, Buck stated thatthis washback effect of the test could be beneficial or harmful.Washback was also mentioned by Shohamy (1992:513). When she described the use ofexternal language tests to influence and promote foreign language learning (in) the schoolcontext. She stressed that such tests had a significant impact on the lives of test takers becauseof the strong authority of external testing (1992:513).To sum up, washback has a general agreed definition. It is the effect of the test instead ofthe test itself on teaching and learning. In this thesis, definition of Alderson & Wall’s will beadopted and we will focus on the influence of reformed CET4 on teaching and learning.

Chapter Three Methodology.......... 32-34
    3.1 Objectives.......... 32
    3.2 The Subjects.......... 32
    3.3 Instruments ..........32-33
    3.4 Procedures.......... 33-34
Chapter Four Research Results and Discussion.......... 34-45
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