大学英语教学中口语活动的形成性评价研究_王晶晶.docx

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1、 独创性声明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工 作及取得的研究成果。据我所知，除了文中特别加以标注和致谢的地 方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含 为获得或其他教育机构的学位或证书而使用过的材料。与我一同工作 的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表 示谢意。 学位论文作者签名： 签字曰期： 年月 曰 学位论文版权使用授权书 本学位论文作者完全了解江西师范大学研究生院有关保留、使用 学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印 件和磁盘，允许论文被查阅和借阅。本人授权江西师范大学研究生院 可以将学位论文的全部或部分

2、内容编入有关数据库进行检索，可以采 用影印、 缩印或扫描等复制手段保存、汇编学位论文。 (保密的学位论文在解密后适用本授权书 ） 学位论文作者签名： 导师签名： 签字曰期： 年月曰 签字曰期： 年月曰 Abstract The thesis mainly discusses and explores the implementation of formative assessment in oral activities of college English teaching. Formative assessment is a qualitative evaluation, which at

3、tempts to diagnose the learning process to improve learning outcomes. Through formative assessment, teacher collects information about students9 learning progress and achievements they obtain as well as their interest in learning and learning strategies, on which teacher could analyze and make comme

4、nt to achieve teaching purposes. Compared with summative assessment, formative assessment is more humanistic, reflecting the student-centered philosophy of education, which is conducive to initiate the enthusiasm of students in learning. Meanwhile, formative assessment provides feedback to students,

5、 recording students9 strengths and shortcomings of learning. Thus, students can clearly notice the gap between their current learning and the pre-described goals which will guide them to take necessary measures to achieve the desired goal. With the development of language assessment, College English

6、 Curriculum Requirements (Trial Edition) issued by Education Ministry in 2004 puts forward assessment should be carried out from the point of students9 comprehensive ability of language use and advocates the combination of formative assessment with summative assessment, in addition, special attentio

7、n should be paid to the implementaton of formative assessment in English teaching. At the same time, the Requirements emphasizes to strengthen the cultivation of college students9 ability in listening and speaking. However, most college students at present have lost their interest and confidence in

8、oral English, and even some students became typical “dumb English” learners. Based on this status, this paper explores to introduce formative assessment to college English teaching and analyzes the effect of the experiment on students9 oral proficiency. Specific research questions are as follows: 1)

9、 whether formative assessment could improve students9 oral proficiency? 2) Could formative assessment improve the subskills of oral English? And which subskills could be more improved ? 3) Can formative assessment be more beneficial for low-achievers or high-achievers in oral English? In addition, t

10、he research makes a further analysis of the impact of formative assessment on students9 confidence of oral communication as well as their interest in oral communication. The research is an experimental study of teaching for a period of four months. The subjects of the experiment were sophomores of a

11、 university in two classes, majored in Education. Self assessment, peer assessment and teacher assessment were the main assessment methods. Before the experiment, the researcher conducted pre-test with the subjects. The results of the test showed that there was no significant difference between the

12、two classes in oral proficiency. After one semester of experimental research, the same oral test was conducted in the two classes. The results of the test indicated that both classes have improved, but students in the experimental class made greater progress in oral Enlgish and in the subskills of o

13、ral English than students in the control class. Experimental data also showed that the impact of formative assessment on oral communicative ability of high-achievers was particularly significant, but little impact on the low-achievers. After the experiment, an interview with the students and the tea

14、cher was conducted to learn more about the effect of formative assessment in oral activities of college English teaching. Students in experimental class stated that the application of the new assessment method in oral activity enhanced their interest and confidence in oral communication as well as s

15、trengthened their cooperation sense in learning. To sum up, formative assessment applied to oral Enlgish has significantly positive effects on improving college students9 oral communicative ability： It could fully arouse the enthusiasm of students in practicing oral English, improve students9 oral c

16、ommunicative ability effectively and make students discover and experience the fun of speaking English. However, because of the limitation of experimental conditions, such as short time of the experiment, the restrictions on textbooks, big class size, lower reliability and validity of self-assessmen

17、t and peer assessment, etc,. Thus, the implementation of formative assessment has yet to be further studied. Key words: formative assessment, self-assessment, peer-assessment, teacher assessment 摘要 本文主要研究和探讨了形成性评价在大学英语教学口语活动中的应用。形 成性评价是一种质性评价，它试图通过诊断学习过程来改善学习结果。教师通过 形成性评价收集学生学习方面的进步和所取得的成绩以及有关学生的学习兴

18、趣、 策略等方面的信息，并对之进行分析评价进而达到教学目的。与终结性评价相比， 形成性评价更人性化，体现了 “ 以学生为中心 ” 的教育理念，有利于调动学生的 学习积极性，同时，形成性评价提供了反馈信息，学生学习的长处和不足之处都 得以记录，因此，学生能清楚地了解自己目前学习与预定目标的差距，并引导他 们采取必要措施达到预期目标。 随着语言评价的发展， 2004 年教育部颁布的大学英语课程教学改革要求 (试行 )提出了评价要以学生的语言综合应用能力为出 发点，提倡将形成性评 价和终结性评价相结合，此外，尤其要重视形成性评价在英语教学中的应用。同 时，还强调要加强大学生听说能力的培养。可是，目前

19、大多数高校学生对口语失 去兴趣，缺乏自信，甚至有些成为了典型的哑巴英语学习者。基于此现状，本文 探索着将形成性评价引入大学英语教学，分析该实验对学生口语水平的作用，具 体研究问题如下： 1)形成性评价是否能促进学生口语水平？ 2)形成性评价是否 能提高口语各项微技能？哪些技能进步更明显？ 3)形成性评价使低水平还是高 水平学生的口语水平获益更大？本研究还进一步分析了形成 性评价对学生口语 交际自信心以及口语交际兴趣的影响。 本研究是一个教学实验研究，为期四个月 .实验对象为某所大学教育专业大 二的两个教学班，主要采用学生自评、互评和师评三种形式。在开始实验前，研 究者对实验对象进行了前测，结果

20、表明两个班的口语水平没有显著差异。经过一 学期的实验研究，对两个班进行同样的口语测试，测试结果显示两个班的口语水 平在某种程度上都有提高，但实验班学生的口语水平及口语各项微技能较之对照 班取得了更大程度的进步。实验班在话语灵活性和准确性方面的进步最为明显。 实验数据还显示，形成性评价对高 水平学生的口语交际能力影响尤为显著，而对 低水平学生口语水平影响不大。实验结束后对学生和参与实验的教师进行访谈， 进一步了解形成性评价在大学英语口语活动中的作用。实验班学生表示口语活动 中所应用的新型评价方式提高了口语交际的兴趣和自信心，同时，还増强了他们 在学习中的合作意识。 综上所述，形成性口语评价对促进

21、大学生英语口语交际能力的提高有着明显 的积极效应：可以充分激发学生练习口语的热情，有效地提高学生英语口语交际 能力，还可以让学生发现和体会说英语的乐趣。但是由于实 验条件的限制，如实 验时间短，教材的限制，班级规模过大，学生自评、互评信效度不高等，实施形 成性评价还有待于进一步的研究。 关键词：形成性评价；自评；互评；师评 Contents Abstract . I m . iv Chapter one Introduction . 1 1.1 Background of the research . 1 1.2 Significance of the research . 2 1.3 Out

22、line of the thesis . 4 Chapter two Literature Review . 5 2.1 Definition of formative assessment . 5 2.2 Theoretical basis of formative assessment . 8 2.3 Formative assessment and summative assessment . 11 2.4 Effectiveness of formative assessment . 14 2.5 Methods of formative assessment . 17 2.5.1 O

23、bservation . 17 2.5.2 Self-assessment and peer-assessment . 20 2.6 Process of formative assessment . 23 2.7 An overview of formative assessment study at home . 25 2.7.1 Theoretical level . 25 2.7.2 Practical level . 26 Chapter three Methodology . 28 3.1 Research questions . 29 3.2 Research instrumen

24、ts . 29 3.3 Research participants . 31 3.3.1 Students . 31 3.3.2 Teachers . 31 3.4 Treatment . 32 3.4.1 Preparation of formative assessment . 32 3.4.2 Implementation of formative assessment . 35 3.5 Data collection . 39 Chapter Four Results and Discussion . 41 4.1 Data results and discussion of the

25、experiment . 41 4.1.1 Comparison of students oral proficiency . 41 4.1.2 Comparison of subskills in specific assessment categories . 43 4.1.3 Comparison of high-achievers and low-achievers in oral English 45 4.2 Students and teachers9 perception of formative assessment. 49 4.2.1 Students perception

26、. 49 4.2.2 Teachers conception . 52 Chapter five Conclusions . 55 5.1 Findings . 55 5.2 Potential problems of implementing formative assessment . 56 5.3 Implications for teachers . 57 5.4 Limitations of research . 59 5.5 Suggestions for further study . 59 References . 61 Appendix I CET Spoken Englis

27、h Test (Sample Paper) . 68 Appendix II Interviews with Students and the Teacher . 72 Appendix III Topics in the Group Discussion . 74 Appendix IV Assessment sheets . 76 Acknowledgements . 79 在读期间公开发表论文 (著 )及科研情况 . 81 Chapter one Introduction 1.1 Background of the research Viewing historical developm

28、ent in educational assessment, we find that a multitude of scholars and researchers at home and abroad has exerted their effort in contributing to the development of assessment. In recent years, the assessment of learning in English teaching and learning has been changed considerably from the summat

29、ive assessment to the formative assessment as a result of a growing dissatisfaction with current forms of assessment. It is very comforting to see that much attention has been paid to formative assessment as the traditionally summative assessment has led students into examination-oriented test-taker

30、s whose study initiative is judged only by the scores. The studies of formative assessment dated back from the 1960s in western countries. A growing interest in formative assessment in foreign countries covers a wide range of subjects in the literature; however, the academic researches concerning fo

31、rmative assessment in China are at the beginning stage. Although the formative assessment has been increasingly accepted and implemented in classrooms, most related researches are concentrated on in middle and primary schools, and a little few are carried out among universities. Furthermore, the res

32、earch domain is widely confined in the holistic language skills at the level of theory. A few systematic studies on a single skill are conducted at universities, let alone the researches for oral English under the guidance of formative assessment. In addition, the new College English Curriculum Requ

33、irements (2004) pointed out that the target of college English teaching is to improve students9 ability of using English comprehensively and practically; priority should be given to the ability of listening and speaking. Following the Requirements, college English teachers and researchers have a com

34、mon view on the importance of oral communicative competence. However, due to the influence accompanied by traditionally summative assessment which is mainly adopted in university oral English tests, problems bring out in the speaking activities and assessment: teacher marks students9 oral performanc

35、e in the final exam without any qualitative comments; meanwhile what students only concern about is their scores instead of diagnosis on the problems exist in oral English and the methods to improve their oral proficiency. In the speaking activities, students just speak in English required by teache

36、r but with no any feedback on their performance. As a result, they cant make progress and cant find an inner motive to improve oral English. Such speaking activities and assessment are not helpful for students to display their initiative in the assessment of their own performance and get immediate f

37、eedback from others. All of these existing problems make us reflect that students9 oral proficiency should not only be judged by scores. On the contrary, other factors such as confidence and interest need to be taken into consideration in the process of speaking. And it is suggested that teachers could involve students both in oral activities and assessing process so that such activities would not exist in name only. Given that a series of problems exist in summative assessment mainly operated by teachers, then it is necessary for the students to experienc