| ABSTRACT | 第6-7页 |
| 摘要 | 第8-17页 |
| CHAPTER ONE INTRODUCTION | 第17-23页 |
| 1.1 Background of the Study | 第17-19页 |
| 1.2 Research Questions | 第19-20页 |
| 1.3 Significance of the Study | 第20-22页 |
| 1.4 The Organization of the Thesis | 第22-23页 |
| CHAPTER TWO LITERATURE REVIEW | 第23-43页 |
| 2.1 The Continuation Task | 第23-27页 |
| 2.1.1 The Definition of Continuation Task | 第23-24页 |
| 2.1.2 The mechanism of Continuation Task: Alignment | 第24-26页 |
| 2.1.3 The Skills and the Requirements of ECS for Continuation Task | 第26-27页 |
| 2.2 Washback | 第27-43页 |
| 2.2.1 Definitions of Washback | 第28-29页 |
| 2.2.2 Mechanism and Models of Washback | 第29-32页 |
| 2.2.3 Nature of Washback: Positive Washback and Negative Washback | 第32-34页 |
| 2.2.4 Factors Influencing the Nature of Washback Effects | 第34-36页 |
| 2.2.5 Proposals to Promote Positive Washback | 第36-38页 |
| 2.2.6 Previous Theoretical and Empirical Studies of Washback | 第38-43页 |
| CHAPTER THREE METHODOLOGY | 第43-55页 |
| 3.1 Research Questions | 第43页 |
| 3.2 Participants | 第43-45页 |
| 3.3 Resign Design | 第45-46页 |
| 3.4 Instruments | 第46-52页 |
| 3.4.1 Questionnaires | 第46-50页 |
| 3.4.2 Interviews | 第50-52页 |
| 3.4.3 Classroom Observations | 第52页 |
| 3.5 Research Procedure | 第52-55页 |
| 3.5.1 Step One: Drafting, Distributing and Collecting the Questionnaires | 第53页 |
| 3.5.2 Step Two: Drafting and Conducting the Interview | 第53页 |
| 3.5.3 Step Three: Designing classroom observation Table and Implementing Observation | 第53-54页 |
| 3.5.4 Step Four: Analyzing the Overall Data | 第54-55页 |
| CHAPTER FOUR RESULTS AND ANALYSIS | 第55-114页 |
| 4.1 Results & Analysis of Data from Teachers’ Questionnaire | 第55-76页 |
| 4.1.1 Teaching Behaviors | 第55-62页 |
| 4.1.2 Teaching Attitudes | 第62-74页 |
| 4.1.3 Teaching Motivations | 第74-76页 |
| 4.2 Results & Analysis of Data from Students’ Questionnaire | 第76-103页 |
| 4.2.1 Learning Behaviors | 第76-85页 |
| 4.2.2 Learning Attitudes | 第85-101页 |
| 4.2.3 Learning Motivations | 第101-103页 |
| 4.3 Results & Analysis of Data from Teachers’ Interview | 第103-108页 |
| 4.3.1 Attitudes toward Continuation Task | 第103-105页 |
| 4.3.2 Steps and Activities of Teaching Continuation Task | 第105页 |
| 4.3.3 Differences in Teaching Continuation Task | 第105-106页 |
| 4.3.4 Difficulties of Students Writing Continuation Task | 第106-107页 |
| 4.3.5 Consciousness of Writing Assessment of Continuation Task | 第107-108页 |
| 4.4 Results & Analysis of Data from Students’ Interview | 第108-110页 |
| 4.4.1 Attitudes toward Continuation Task | 第108-109页 |
| 4.4.2 Steps and Classroom Activities of Learning Continuation Task | 第109页 |
| 4.4.3 Differences in Learning Continuation Task | 第109-110页 |
| 4.4.4 Difficulties of Writing Continuation Task | 第110页 |
| 4.4.5 Consciousness of Writing Assessment of Continuation Task | 第110页 |
| 4.5 Results & Analysis of Data from classroom observations | 第110-114页 |
| 4.5.1 Teaching Materials and Teaching Content | 第111页 |
| 4.5.2 Teaching Length | 第111页 |
| 4.5.3 Teaching Methods and Teaching Activities | 第111-114页 |
| CHAPTER FIVE DISCUSSION | 第114-126页 |
| 5.1 Discussion on Research Question One | 第114-117页 |
| 5.1.1 The Washback of CT on Teachers’ Conceptions | 第114-115页 |
| 5.1.2 The Washback of CT on Teachers’ Behaviors | 第115-117页 |
| 5.2 Discussion on Research Question Two | 第117-119页 |
| 5.2.1 The Washback of CT on Students’ Conceptions | 第117-118页 |
| 5.2.2 The Washback of CT on Students’ Behaviors | 第118-119页 |
| 5.3 Discussion on Research Question Three | 第119-126页 |
| 5.3.1 Positive Washback on Writing Teaching and Learning | 第119-121页 |
| 5.3.2 Negative Washback on Writing Teaching and Learning | 第121-123页 |
| 5.3.3 Major Factors as the Hindrance to the Positive Washback | 第123-126页 |
| CHAPTER SIX CONCLUSION | 第126-134页 |
| 6.1 Major Findings | 第126-127页 |
| 6.2 Suggestions to Promote Positive Washback of NMET Continuation Task | 第127-132页 |
| 6.2.1 Distributing Teaching Time Reasonably | 第128页 |
| 6.2.2 Using Teaching Materials Creatively | 第128-129页 |
| 6.2.3 Providing Quality Writing Teaching Training for Senior High School English Teachers | 第129页 |
| 6.2.4 Developing a New Writing Teaching Mode | 第129-130页 |
| 6.2.5 Consolidating Students’ Motivation in Continuation Task Learning | 第130-131页 |
| 6.2.6 Developing a System of Writing Strategies for Students | 第131-132页 |
| 6.2.7 Lessening the Exam-Oriented Anxiety of Teachers and Students | 第132页 |
| 6.3 Research Limitations | 第132-133页 |
| 6.4 Suggestions for Future Study | 第133-134页 |
| REFERENCES | 第134-138页 |
| APPENDIXES | 第138-169页 |
| ACKNOWLEDGEMENTS | 第169页 |
