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1、Englishtestsatprimarystage,suchastheNationalEnglishAchievementTestandtheCambridgeYoungLearnersEnglishTests,andcomesupwithananalysisofproblemsexistingintraditionalEnglishtestsattheprimarystage.Inchapterfour,fromadevelopmentalperspective,basedonawealthofinvestigatio
2、nintothestatusquoofprimaryEnglishtesting,andinlinewiththecharacteristicsofpupils’cognitiveandlinguisticabilities,thegeneralcommunicativeEnglishtestingframeworkforstudentsatprimarystagehasbeententativelyputforward,supportedandsubstantiatedbysomesubframeworksillustr
3、ating“what”and“how”totestinfourmodalitiesoflistening,speaking,readingandwriting.Thelastchapterconcludesbyconductingarecapitulationinthepreviouschapters,andexaminesthelimitationsofthepresentstudy.Beingtentativeandrathercrude,thisstudyisopentocriticalexaminations,fu
4、rtherreflection,improvementandvalidationboththeoreticallyandempirically.Itishopedthat,withtheexpoundedknowledgeofthecomplexityofEnglishtest,therewouldbemoreandmorewell-designedEnglishtestsorientedtopupils.Somuchsothat,theprospectivechangesinEnglishtestingatprimary
5、stagecanexertsomepositivewashbackeffectsonbothEnglishteachingandlearning.Keywords:primaryEnglishtesting；communicativeEnglishtestingframework；washbackiiiContentsAcknowledgementsAbstract（inChinese）·····································································
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Abstract（inEnglish）··················································································iiListofAcronyms··························································································ivChapterOneIntroduction··················
7、·····························································1ChapterTwoTheoreticalExplorationsandLiteratureReview·································32.1LanguageTestingandLanguageTeaching························································32.2SecondLanguageAcqui
8、sition(SLA)andLanguageTesting·······························42.2.1VariablesinSLA········································································
