基于动态评估理论的大学英语写作教学的微变化研究

发布时间：2018-07-22 13:29

【摘要】：教学评价不仅是评价课堂教学的重要方式,也是保证教学效果和提高学生学习潜能的重要手段。长期以来,我国的大学英语写作教学评估主要以终结性评估为主,过分强调学习结果而忽略学习过程,不利于促进学生写作能力的全面发展。因此,探索和建立新的大学英语写作评估方式是非常有必要的。近十几年来,动态评估因其强调评教一体,主张通过师生互动提升学生潜能而引起了二语教学领域的关注。本研究将动态评估引入大学英语写作教学中,采用微变化研究方法探索动态评估的过程并检验其对英语写作教学的影响。本研究试图回答三个问题:1)在动态评估过程中,教师的干预策略及学生的反馈分别有哪些类型?随着动态评估的进行,教师的干预策略及学生的反馈分别在类型及数量方面有怎样的变化?2)动态评估对于学生的英语写作水平有何影响?3)动态评估对于学生的英语写作焦虑有何影响?本研究以四名英语专业大二学生为研究对象,进行了连续5个周期的动态评估教学实践。每个动态评估周期包括前测,宏观动态评估,微观动态评估和后测。在前测中,每名受试被要求在30分钟内独立完成一篇作文。宏观动态评估和微观动态评估都以一对一的方式进行,学生在动态干预后分别完成修改稿和终稿。每个动态评估干预周期的初稿也被视作前一个周期的后侧作文。所有干预互动的对话内容都被录音。另外,在每次前测写作之前,受试都被要求填写二语写作焦虑问卷调查表。在五次动态评估全部结束后,四人接受了访谈。实验中获得的所有作文、问卷及录音材料都被用于实验分析。本实验的研究结果表明在大学英语写作教学中实施动态评估有助于提高学生的写作水平及降低写作焦虑,具体研究结果如下:1)动态评估有助于增强学生的学习潜能。动态评估过程中,教师的干预策略可按照由隐性到显性的程度归纳为7类,学生的反馈可根据独立纠错的能力归纳为5类。随着干预互动的进行,学生所需的显性干预策略减少,独立纠错的能力增强。2)动态评估能有效提高学生的英语写作水平。学生的作文在内容及结构方面进步显著。在语言表达方面,正确度和词汇复杂度有显著提升,流利度和语法复杂度无显著变化。3)动态评估后,学生的写作焦虑度在整体上有所下降。认知焦虑有较明显下降,回避焦虑和身体焦虑无明显变化。本研究为大学英语写作教学评估体系提供了新的选择,为动态评估在大学英语写作教学领域提供了实践经验,同时为切实提高学生的英语写作水平及降低英语写作焦虑带来了启示。
[Abstract]:Teaching evaluation is not only an important way to evaluate classroom teaching, but also an important means to ensure teaching effect and improve students' learning potential. For a long time, the evaluation of college English writing teaching in our country has focused mainly on summative evaluation. It is unfavorable to promote the overall development of students' writing ability by placing too much emphasis on the learning results and neglecting the learning process. Therefore, it is necessary to explore and establish a new evaluation method of college English writing. In recent years, dynamic assessment has attracted much attention in the field of second language teaching because of its emphasis on the integration of evaluation and teaching and the promotion of students' potential through teacher-student interaction. In this study, dynamic assessment is introduced into college English writing teaching, and the process of dynamic assessment is explored by means of micro-change research and its influence on English writing teaching is tested. This study attempts to answer three questions: 1) what are the types of teacher intervention strategies and students' feedback in the process of dynamic evaluation? As the dynamic assessment proceeds, How do teachers' intervention strategies and students' feedback change in type and quantity? 2) what effect does dynamic assessment have on students' English writing proficiency? 3) what effect does dynamic assessment have on students' English writing anxiety? In this study, four sophomores majoring in English were studied, and the teaching practice of dynamic evaluation was carried out for five consecutive cycles. Each dynamic evaluation cycle includes pre-test, macro-dynamic assessment, micro-dynamic assessment and post-test. In the pre-test, each participant was asked to complete a composition independently within 30 minutes. The macro dynamic assessment and micro dynamic assessment were carried out on a one-to-one basis. The students completed the revision and the final draft respectively after the dynamic intervention. The first draft of each dynamic assessment intervention cycle is also seen as a backside composition of the previous cycle. All the interactive conversations were recorded. In addition, before each pretest, the subjects were asked to fill out the second language Writing anxiety questionnaire. After all five dynamic assessments were completed, four people were interviewed. All compositions, questionnaires and recording materials obtained from the experiment were used for experimental analysis. The results of this study show that dynamic assessment in college English writing teaching can improve students' writing ability and reduce their writing anxiety. The specific results are as follows: 1) dynamic evaluation helps enhance students' learning potential. In the process of dynamic evaluation, teachers' intervention strategies can be classified into 7 categories according to the degree from recessive to explicit, and students' feedback can be classified into 5 categories according to their ability of independent error correction. With the interaction of intervention, the students need less explicit intervention strategies, and the ability of independent error correction increases by .2) dynamic assessment can effectively improve the students' English writing ability. Students' compositions have made remarkable progress in content and structure. In terms of language expression, the accuracy and lexical complexity were significantly improved, while fluency and grammatical complexity were not significantly changed.) after dynamic assessment, the students' writing anxiety decreased as a whole. Cognitive anxiety decreased significantly, but avoidance anxiety and physical anxiety did not change significantly. This study provides a new choice for the evaluation system of college English writing teaching, and provides practical experience for dynamic evaluation in the field of college English writing teaching. At the same time, it brings enlightenment to improve students' English writing level and reduce English writing anxiety.
【学位授予单位】：山西财经大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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