表现性评价对大学英语口语学习的影响研究

发布时间：2018-05-15 20:23

本文选题：表现性评价 + 大学英语口语学习　；参考：《吉林大学》2017年硕士论文

【摘要】：大学生口语教学在英语教学中的作用日益显著,对培养学生的实际运用语言能力,以及交际能力具有重要作用。口语课堂中,传统的评价方式无法满足对学生口语能力的培养。因此在大学英语口语课堂中表现性评价的应用越发重要。表现性评价包括自我评价,同伴评价以及教师评价。与传统的评价方式不同,表现性评价强调给学生创建真实的情景,以便观察学生使用语言的能力,以及对他们所掌握的知识,情感态度方面的培养。近几年来,国内外对表现性评价的研究日益增多,但对表现性评价在外语课堂上,尤其是口语课堂上的研究仍相对较少。本研究试图探究表现性评价对大学生口语学习的影响,并分析影响大学生口语表达的因素。本研究采用质性研究和量化研究相结合的研究方法,采用的工具包括两论测试,课堂观察以及两份调查问卷。获得的数据互相辅助,相互验证,以提高研究的可信度。本研究选取某校非英语专业的47名学生为研究对象,在大学英语口语课堂上开展为期十二周的口语教学的实证研究,口语教学分单双周进行,实际教学时长为12课时。在第一次和最后一次课程中,分别对学生进行前测和后测,并回答两份调查问卷。本研究通过对前测与后测、两份调查问卷的结果进行统计分析和比较,以及课堂观察,得出结论。研究结果表明,表现性评价(1)提高了学生说英语时的自信,(2)激发了学生学习英语的主动性,(3)促进了学生对英语的兴趣,(4)使学生意识到自我评价,同伴评价以及教师评价的重要性。由此可见,表现性评价的对大学生口语学习有促进作用。但本研究扔具有下述局限性,(1)由于实验的时间有限,难以考证学生在长期英语学习中情感态度的变化,(2)由于研究对象有限,表现性评价对大学口语学习的影响仍需在更大范围研究中得到进一步验证,(3)由于课堂上,学生无法一直保持专注,因此,有必要进一步研究如何提高学生的专注度。
[Abstract]:Oral English teaching plays an increasingly important role in English teaching, which plays an important role in cultivating students' practical language competence and communicative competence. In oral class, the traditional evaluation method can not satisfy the cultivation of students' oral ability. Therefore, the application of performance evaluation in oral English classroom is more and more important. Performance evaluation includes self-evaluation, peer evaluation and teacher evaluation. Different from the traditional evaluation methods, expressiveness evaluation emphasizes the creation of real situations for students to observe their ability to use language, as well as the cultivation of their knowledge and emotional attitude. In recent years, the research on expressiveness evaluation has been increasing day by day at home and abroad, but the research on expressiveness evaluation in foreign language classroom, especially in spoken language classroom, is still relatively few. This study attempts to explore the impact of performance evaluation on college students' oral English learning, and to analyze the factors affecting college students' oral expression. In this study, qualitative and quantitative research methods were used, including two-theory test, classroom observation and two questionnaires. The obtained data complement and verify each other to improve the reliability of the study. In this study, 47 students of non-English major in a certain school were selected as the research objects, and an empirical study was conducted on oral English teaching for 12 weeks in a college spoken English classroom. Oral English teaching was conducted in one and two weeks, and the actual teaching time was 12 class hours. In the first and last courses, the students were tested before and after the test, and two questionnaires were answered. Through the statistical analysis and comparison of the results of the two questionnaires, as well as classroom observation, this study draws a conclusion. The results of the study show that performance evaluation (1) improves students' confidence in speaking English and stimulates students' initiative in learning English. It promotes students' interest in English and makes students aware of self-evaluation. The importance of peer evaluation and teacher evaluation. It can be seen that the performance of evaluation of college students oral learning has a role in promoting. However, this study has the following limitations: (1) due to the limited time of the experiment, it is difficult to verify the change of students' emotional attitude in long-term English learning. The impact of performance evaluation on oral English learning still needs to be further verified in a wider field of research. (3) since students are unable to keep their focus in class, it is necessary to further study how to improve students' concentration.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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