[摘要]
 
近年来，为了更好地体现《新课标》的基本理念和课程目标的要求，全国各省份的高考英语试卷纷纷引入了凸显新课程理念的新题型。这一系列的创新题型引起了广大英语教师和学生的普遍关注。本论文以现行高考英语考试题型为研究对象，从正反两方面探讨了其对高中生英语语言能力培养的影响，并就此提出了一些针对性的建议，以促进我国高中英语教学、高考英语测试的改进和良性发展，最大化地培养学生的综合语言能力。

[关键词]：高考英语；试题类型设置；语言能力；积极影响;消极影响；高中生

Abstract:

In recent years, in order to better reflect the basic concept and the requirements of the new curriculum standards, National Matriculation English Test papers in various provinces have introduced new task types that highlight the concept of the New Curriculum Standard. These types of innovations have caused widespread concern of senior high school teachers and students. Based on the current English task type, this thesis discusses its impact on high school students' language abilities from two sides, positive and negative,  and puts forward a number of specific recommendations to promote the improvement of English teaching in high school, as well as the better development of college entrance examination of English test in China, to bring about the comprehensive improvements of student's overall language ability.

Key words: NMET; task design; language ability; effect; High school students; positive; negative

I. Introduction
With the development and implement of the New Curriculum Standard, task types of National Matriculation English test papers have seen great changes. At present, NMET consists of two major parts. One refers to objective items, including Listening Comprehension, Vocabulary and Grammar, Cloze and Reading Comprehension. The other part, subjective items, contains Proofreading or Error Correction and Writing. These task types are designed to assess the test takers' comprehensive ability.
In terms of language ability, people at different periods in the history have different ideas. Bachman believes that “language communicative competence consists of three parts: language ability, strategy ability, mechanism of physiology and mentality. These three parts do not simply have some kind of coordinate relationship. Namely, the usage of language is a dynamic process, all kinds of knowledge, skill and psychological process being together, influencing and interacting each other.”[1] Liu and Han believe that “if student's applied language ability can be tested well; various factors of communicative competence should be as a whole.”[2]