| Abstract | 第1-7页 |
| 摘要 | 第7-8页 |
| Acknowledgements | 第8-12页 |
| Chapter One:INTRODUCTION | 第12-19页 |
| ·Research Motivation | 第12-13页 |
| ·Research Methodology | 第13-14页 |
| ·Research Significance | 第14-16页 |
| ·Thesis Organization | 第16-19页 |
| Chapter Two:LITERATURE REVIEW | 第19-28页 |
| ·Definition of Test | 第19-21页 |
| ·Test | 第19-20页 |
| ·The traditional college English test (TECT) | 第20-21页 |
| ·The paperless college English test (PCET) | 第21页 |
| ·The Development of Communicative Language Testing Theory | 第21-26页 |
| ·Hymes'model of communicative competence | 第22-23页 |
| ·Canale and Swain's model of communicative competence | 第23-24页 |
| ·Bachman's Model of Communicative Language Ability | 第24-26页 |
| ·Criticism Review on TCET and PCET | 第26-28页 |
| Chapter Three:THEORETICAL FRAMEWORK | 第28-37页 |
| ·Distinguishing Features of Communicative Language Testing | 第28-32页 |
| ·The Test Methods of Bachman's Model | 第32-35页 |
| ·Testing environment | 第33页 |
| ·Test rubric | 第33-34页 |
| ·The input | 第34页 |
| ·The expected response | 第34页 |
| ·Restrictions on expected responses | 第34-35页 |
| ·Washback Effects of Testing on Language Teaching | 第35-37页 |
| Chapter Four:COMPARISON AND ANALYSIS OF TCET AND PCET | 第37-78页 |
| ·Methodology | 第37-73页 |
| ·Objectives of TCET and PCET | 第37页 |
| ·Subjects of TCET and PCET | 第37-38页 |
| ·Instruments of TCET and PCET | 第38页 |
| ·Procedures | 第38-73页 |
| ·Preparation period of testing | 第39-42页 |
| ·Experiment theory | 第39-40页 |
| ·Task design | 第40-42页 |
| ·Implementation period of testing | 第42-57页 |
| ·Test rubrics of TCET and PCET | 第44-55页 |
| ·The input of TCET and PCET | 第55-56页 |
| ·Invigilating of TCET and PCET | 第56-57页 |
| ·Assessment period of testing | 第57-67页 |
| ·Results of scoring of TCET and PCET | 第58-66页 |
| ·Speed of scoring of TCET and PCET | 第66页 |
| ·Objective and accurate assessment of TCET and PCET | 第66-67页 |
| ·Information feedback period of testing | 第67-73页 |
| ·The expected responses of TCET and PCET | 第67页 |
| ·Demands for teachers under the communicative models | 第67-70页 |
| ·Students'suggestions for college English testing | 第70-73页 |
| ·Washback Effects of TCET and PCET on College English Teaching | 第73-74页 |
| ·Pedagogical Implications | 第74-78页 |
| ·Implications for curriculum requirements | 第74页 |
| ·Implications for curricula design | 第74-75页 |
| ·Implications for test construction | 第75-76页 |
| ·Implications for college English teaching | 第76-78页 |
| Chapter Five:CONCLUSION | 第78-81页 |
| Bibliography | 第81-85页 |
| Appendix | 第85-94页 |
