| Introduction | 第1-11页 |
| 1． Review of cognitive theory and the related theories in the teaching of EFL | 第11-14页 |
| 1．1． Cognitive theory and its implications in the teaching of EFL | 第11-12页 |
| 1．1．1． The key points of cognitive theory | 第11-12页 |
| 1．1．2． Its implications in language teaching | 第12页 |
| 1．2． Cognitive psychology and its implications in the teaching of EFL | 第12-14页 |
| 1．2．1． The main points of cognitive psychology | 第13-14页 |
| 1．2．2． Its significance in language teaching and learning | 第14页 |
| 2． A cognitive perspective: The nature of reading and writing-An alternative viewpoint | 第14-22页 |
| 2．1． The skills of reading and writing | 第15-17页 |
| 2．2． The products of reading and writing | 第17-18页 |
| 2．3． Changing perspectives | 第18-20页 |
| 2．4． The processes of reading and writing | 第20-22页 |
| 3． A brief history of language testing | 第22-26页 |
| 3．1． Pre-scientific stage | 第23页 |
| 3．2． The psychometric-structuralist stage | 第23-24页 |
| 3．3． The psychometric-sociolinguistic stage | 第24-25页 |
| 3．4． The communicative pragmatic stage | 第25-26页 |
| 4． The possibility and feasibility of combining reading and writing in language tests | 第26-32页 |
| 4．1． The relationship between reliability and validity | 第26-27页 |
| 4．2． The great reliability validity trade-off-problems in assessing the productive skills | 第27-30页 |
| 4．3． Assessment of writing performance | 第30-32页 |
| 5． The design of the test paper | 第32-46页 |
| 6． Analysis of the test result | 第46-48页 |
| Conclusion | 第48-49页 |
| Bibliography | 第49-51页 |
