發(fā)布時(shí)間：2018-05-15 20:23

  本文選題：表現(xiàn)性評(píng)價(jià) + 大學(xué)英語口語學(xué)習(xí)�。� 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：大學(xué)生口語教學(xué)在英語教學(xué)中的作用日益顯著,對(duì)培養(yǎng)學(xué)生的實(shí)際運(yùn)用語言能力,以及交際能力具有重要作用�？谡Z課堂中,傳統(tǒng)的評(píng)價(jià)方式無法滿足對(duì)學(xué)生口語能力的培養(yǎng)。因此在大學(xué)英語口語課堂中表現(xiàn)性評(píng)價(jià)的應(yīng)用越發(fā)重要。表現(xiàn)性評(píng)價(jià)包括自我評(píng)價(jià),同伴評(píng)價(jià)以及教師評(píng)價(jià)。與傳統(tǒng)的評(píng)價(jià)方式不同,表現(xiàn)性評(píng)價(jià)強(qiáng)調(diào)給學(xué)生創(chuàng)建真實(shí)的情景,以便觀察學(xué)生使用語言的能力,以及對(duì)他們所掌握的知識(shí),情感態(tài)度方面的培養(yǎng)。近幾年來,國(guó)內(nèi)外對(duì)表現(xiàn)性評(píng)價(jià)的研究日益增多,但對(duì)表現(xiàn)性評(píng)價(jià)在外語課堂上,尤其是口語課堂上的研究仍相對(duì)較少。本研究試圖探究表現(xiàn)性評(píng)價(jià)對(duì)大學(xué)生口語學(xué)習(xí)的影響,并分析影響大學(xué)生口語表達(dá)的因素。本研究采用質(zhì)性研究和量化研究相結(jié)合的研究方法,采用的工具包括兩論測(cè)試,課堂觀察以及兩份調(diào)查問卷。獲得的數(shù)據(jù)互相輔助,相互驗(yàn)證,以提高研究的可信度。本研究選取某校非英語專業(yè)的47名學(xué)生為研究對(duì)象,在大學(xué)英語口語課堂上開展為期十二周的口語教學(xué)的實(shí)證研究,口語教學(xué)分單雙周進(jìn)行,實(shí)際教學(xué)時(shí)長(zhǎng)為12課時(shí)。在第一次和最后一次課程中,分別對(duì)學(xué)生進(jìn)行前測(cè)和后測(cè),并回答兩份調(diào)查問卷。本研究通過對(duì)前測(cè)與后測(cè)、兩份調(diào)查問卷的結(jié)果進(jìn)行統(tǒng)計(jì)分析和比較,以及課堂觀察,得出結(jié)論。研究結(jié)果表明,表現(xiàn)性評(píng)價(jià)(1)提高了學(xué)生說英語時(shí)的自信,(2)激發(fā)了學(xué)生學(xué)習(xí)英語的主動(dòng)性,(3)促進(jìn)了學(xué)生對(duì)英語的興趣,(4)使學(xué)生意識(shí)到自我評(píng)價(jià),同伴評(píng)價(jià)以及教師評(píng)價(jià)的重要性。由此可見,表現(xiàn)性評(píng)價(jià)的對(duì)大學(xué)生口語學(xué)習(xí)有促進(jìn)作用。但本研究扔具有下述局限性,(1)由于實(shí)驗(yàn)的時(shí)間有限,難以考證學(xué)生在長(zhǎng)期英語學(xué)習(xí)中情感態(tài)度的變化,(2)由于研究對(duì)象有限,表現(xiàn)性評(píng)價(jià)對(duì)大學(xué)口語學(xué)習(xí)的影響仍需在更大范圍研究中得到進(jìn)一步驗(yàn)證,(3)由于課堂上,學(xué)生無法一直保持專注,因此,有必要進(jìn)一步研究如何提高學(xué)生的專注度。
[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.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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