参与形成性评价 激发英语学习动机——以艺术类大学生为例

Involving Formative Assessment and Promoting the English-Learning Motivation——Taking Students Majoring in Art for Example

动机是促使学生学习语言的内在驱动力。形成性评价是在教学过程中进行的旨在提高教学效果的评价。探索了参与形成性评价对激发艺术类大学生英语学习动机的效果。研究工具包括学生动机调查问卷,平时的非正式访谈和期末的正式访谈。研究结果表明:通过参与自我评价、同伴评价和建立学习档案袋,艺术类大学生的学习兴趣有了一定提高,努力程度大大增强。

Motivation is an inner drive for students to learn languages. Formative assessment is the assessment which is carried out by teachers during the learning process with the aim of using the results to improve instruction. This research is a tentative exploration concerning the effect of student - involved formative assessment - self assessment, peer assessment and portfolios - on motivating college students majoring in arts to learn English. The research instruments include a questionnaire investigating English -learning motivation, informal interview and formal interview. The results show that involving students majoring in art in formative assessment in English learning can help promote their motivation, especially in relation to interests and efforts. Formative assessment is proved to have some effects on motivating college students majoring in art to learn English.