英语听力理解能力动态评价研究

doi:10.12002/j.bisu.413

摘要/Abstract

摘要：

动态评价起源于维果茨基对于人类能力的本体论认识，旨在评价、理解学习者的潜在能力，指导、支持学习者发展，构成动态、辩证、综合的课堂评价体系。本项研究采用混合研究方法，基于实证数据，探索了动态评价在提升高校英语听力课堂教学质量、促进学习者语言能力发展方面的可行性和有效性。研究结果表明，在动态评价过程中，学习者与教师进行互动并受益于教师的干预，其英语听力理解能力表现往往超越静态评价所获定论。学习者英语听力理解能力发展受其最近发展区影响，而非保持其静态测试评价的现有能力水平。动态评价有利于引导学习者合理选择有效的听力策略，整体提升语言学习水平，获得自我效能感。教师和学习者对动态评价均持积极态度，认为其有助于课堂教学过程中构建新型师生关系，并有助于教师提高教学水平，以及增强学生的语言能力。上述研究结果为动态评价在外语课堂教学中的应用提供了经验性证据。

关键词: 动态评价; 听力理解能力; 混合研究方法; 外语课堂教学

Abstract:

Dynamic assessment (DA) is based on Vygotsky’s sociocultural theory of mind, and provides new horizons for second language (L2) instruction and assessment by integrating these concepts and using the process of assessment to develop learners’ potential. The current study aims to prove the feasibility and effectiveness of DA in college English listening classes. Mixed methods were adopted in the process of the pre-test-intervention-post-test. Based on the data analysis of the test scores, questionnaires, reflection journals, and interview transcripts, the research results were as follows: 1) Systematically designed DA can be applied effectively in English listening classes in college; 2) the abovementioned DA can effectively promote the development of Chinese college English learners’ listening comprehension ability via mediational interactions; and 3) DA is conducive to guiding learners to select effective listening strategies reasonably, thus improving their overall language abilities, and giving them a sense of self-efficacy. In addition, both mediators and learners had positive attitudes toward DA, which contributed to creating a harmonious atmosphere in the classroom during their interactions. The findings provide empirical evidence for the use of DA in China’s college English listening classes, as well as implications for further research and practice.

Keywords: dynamic assessment; listening comprehension; mixed methods; EFL teaching

中图分类号:

H319.3

曲鑫, 贾莉. 英语听力理解能力动态评价研究[J]. 北京第二外国语学院学报, 2022, 44(5): 84-100.

Qu Xin, Jia Li. A Study of Classroom-based Dynamic Assessment of EFL Listening Comprehension[J]. Journal of Beijing International Studies University, 2022, 44(5): 84-100.

图/表 9

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干预活动				中介类型
学习者1	I can’t find the answer in the text.	教师（中介者）	Please raise your hands if you have similar questions.	Reminder of error

教师（中介者）	Please pay attention to the expression of “talk about” in the question, which is a typical item of listening for gist. Where should it be most likely located?	CLASS	At the beginning or the end.	Reminder of locating the relevant paragraph(s) of the text

教师（中介者）	But is it sufficient for you to just focus on the beginning and the end?	CLASS	No.	Reminder of searching space to one or several sentences

教师（中介者）	Gist is the theme of the text.	CLASS	——	Language knowledge
教师（中介者）	Please listen carefully to the full text, find the key words, and focus on the beginning and the end.	CLASS	——	Listening strategies

干预活动				中介类型
学习者1	I can’t find the answer in the text.	教师（中介者）	Please raise your hands if you have similar questions.	Reminder of error

教师（中介者）	Please pay attention to the expression of “talk about” in the question, which is a typical item of listening for gist. Where should it be most likely located?	CLASS	At the beginning or the end.	Reminder of locating the relevant paragraph(s) of the text

教师（中介者）	But is it sufficient for you to just focus on the beginning and the end?	CLASS	No.	Reminder of searching space to one or several sentences

教师（中介者）	Gist is the theme of the text.	CLASS	——	Language knowledge
教师（中介者）	Please listen carefully to the full text, find the key words, and focus on the beginning and the end.	CLASS	——	Listening strategies

变量	前测		后测		检验结果
变量	M	SD	M	SD	MD	t	df	Sig.（2-tailed）
分数	16.88	2.90	18.97	2.42	-1.242	-8.596	32	0.000

变量	前测		后测		检验结果
变量	M	SD	M	SD	MD	t	df	Sig.（2-tailed）
分数	16.88	2.90	18.97	2.42	-1.242	-8.596	32	0.000

变量	前测		后测		检验结果
变量	M	SD	M	SD	MD	t	df	Sig.（2-tailed）
分数	16.68	3.08	16.79	2.84	-0.118	-1.436	33	0.160