| 摘要 | 第6-13页 |
| Abstract | 第13页 |
| Acknowledgements | 第14-23页 |
| Chapter 1 Introduction | 第23-29页 |
| 1.1 Introduction | 第23-24页 |
| 1.2 Research questions | 第24-25页 |
| 1.3 Significance of the study | 第25-26页 |
| 1.4 Organization of the thesis | 第26-29页 |
| Chapter 2 Research Context: the GSEEE | 第29-44页 |
| 2.1 Overview of the National Graduate School Entrance Test battery | 第29-32页 |
| 2.2 Overview of the GSEEE | 第32-41页 |
| 2.2.1 Role of the GSEEE | 第32-37页 |
| 2.2.2 Test design and analysis of the GSEEE | 第37-41页 |
| 2.3 Recent revision of the GSEEE and the intended washback effect | 第41-44页 |
| Chapter 3 Literature Review | 第44-62页 |
| 3.1 Exploring washback | 第44-50页 |
| 3.2 Exploring test preparation | 第50-57页 |
| 3.3 Exploring test preparation under the current washback model | 第57-61页 |
| 3.4 Summary | 第61-62页 |
| Chapter 4 Research Design and Methodology | 第62-87页 |
| 4.1 Overview of the research design | 第62-64页 |
| 4.2 Research design for the questionnaire survey | 第64-75页 |
| 4.2.1 Questionnaire design | 第64-66页 |
| 4.2.2 Structure of the questionnaires | 第66-70页 |
| 4.2.3 Data collection | 第70-73页 |
| 4.2.4 Data analyses | 第73-75页 |
| 4.3 Research design for the interview | 第75-86页 |
| 4.3.1 Interview design | 第75-76页 |
| 4.3.2 Interview outline | 第76-78页 |
| 4.3.3 Data collection | 第78-82页 |
| 4.3.4 Data analyses | 第82-86页 |
| 4.4 Summary | 第86-87页 |
| Chapter 5 Assessing Perceptions | 第87-125页 |
| 5.1 Perceptions of the GSEEE writing tasks:questionnaire results | 第87-105页 |
| 5.1.1 Background of the GSEEE test-takers | 第88-93页 |
| 5.1.2 Test-takers' perceptions of the GSEEE and its writing tasks | 第93-105页 |
| 5.1.2.1 Attitudes towards test use of the GSEEE | 第94-96页 |
| 5.1.2.2 Attitudes towards test stakes of the GSEEE | 第96-97页 |
| 5.1.2.3 Understanding of task demand of the GSEEE writing | 第97-102页 |
| 5.1.2.4 Understanding of task difficulty of the GSEEE writing | 第102-103页 |
| 5.1.2.5 Self-efficacy | 第103-105页 |
| 5.2 Further exploration of the perception data:interview results | 第105-124页 |
| 5.2.1 Perceived values and importance of the GSEEE:test stakes | 第106-111页 |
| 5.2.2 Attitudes towards the GSEEE as a screening test:test use | 第111-114页 |
| 5.2.3 Interpretation of task demand of the GSEEE writing | 第114-120页 |
| 5.2.4 Perceived effectiveness of test preparation on writing | 第120-124页 |
| 5.3 Summary | 第124-125页 |
| Chapter 6 Assessing Process:Test-Driven Preparation Practices | 第125-168页 |
| 6.1 Test-driven preparation practices | 第125-144页 |
| 6.1.1 An overview of preparation practices for the GSEEE writing tasks | 第125-128页 |
| 6.1.2 Analyses of preparation strategies and activities | 第128-134页 |
| 6.1.3 Analyses of preparation and learning resources | 第134-137页 |
| 6.1.4 Exploration of preparation styles and approaches | 第137-142页 |
| 6.1.5 Summary of test preparation practices for the GSEEE writing tasks | 第142-144页 |
| 6.2 Inquiry of the potential relationship between perceptions and practices | 第144-167页 |
| 6.2.1 Expectancy-value model | 第144-146页 |
| 6.2.2 Conceptualization of key constructs | 第146-149页 |
| 6.2.3 Theoretical framework of perceptions and practices | 第149-151页 |
| 6.2.4 Testing the competing models | 第151-156页 |
| 6.2.5 Discussion on the final model | 第156-163页 |
| 6.2.5.1 The influence of test use and task demand on test preparation | 第158-159页 |
| 6.2.5.2 The paths from test use and task demand to test preparation | 第159-163页 |
| 6.2.6 Summary of the relationship between perceptions and practices | 第163-167页 |
| 6.3 Summary | 第167-168页 |
| Chapter 7 Assessing Products | 第168-210页 |
| 7.1 Quantitative data of the effects of test preparation practices | 第168-189页 |
| 7.1.1 Test performance:test-takers' GSEEE writing scores | 第168-184页 |
| 7.1.1.1 Analyses of potential process predictors | 第171-175页 |
| 7.1.1.2 Differences across preparation approaches | 第175-178页 |
| 7.1.1.3 Discussion on the prediction model | 第178-184页 |
| 7.1.2 Usefulness of preparation activities (test-takers vs. raters) | 第184-189页 |
| 7.2 Qualitative data of the effects of test preparation practices | 第189-207页 |
| 7.2.1 Implementation of the scoring criteria:raters' perspective | 第190-194页 |
| 7.2.2 Bone of contention:the effects of memorization practices | 第194-207页 |
| 7.2.2.1 Test-takers' views and practices on memorization | 第195-201页 |
| 7.2.2.2 Raters' treatment of the scripts with a heavy trace of templates | 第201-207页 |
| 7.3 Summary | 第207-210页 |
| Chapter 8 Conclusions and Implications | 第210-228页 |
| 8.1 Research questions revisited | 第210-217页 |
| 8.1.1 Research question 1 | 第211-213页 |
| 8.1.2 Research question 2 | 第213-215页 |
| 8.1.3 Research question 3 | 第215-217页 |
| 8.2 Washback effect revisited | 第217-221页 |
| 8.3 Implications | 第221-224页 |
| 8.3.1 Theoretical implications | 第221-222页 |
| 8.3.2 Methodological implications | 第222-223页 |
| 8.3.3 Pedagogical implications | 第223-224页 |
| 8.4 Limitations and suggestions for future research | 第224-226页 |
| 8.5 Final remark | 第226-228页 |
| References | 第228-250页 |
| Appendices | 第250-280页 |
