二语习得理论视角下的教师发展性学生学业评价行为影响因素探究——大学商务英语课程实证研究

The Influential Factors of Teachers’ Developmental Student Achievement Assessment Practices from Second Language Acquisition Perspective——An Empirical Study on College Business English Curriculum

本文在分析国内外相关研究的基础上,提出一种适用于商务英语课程中发展性学生学业评价的建构主义研究模式:从"二语习得理论"、"发展性学生学业评价"和"商务英语课程"三者之间的关联性来讨论教师二语习得观念与发展性学生学业评价之间的关系。通过历时一年的研究,利用问卷调查、访谈、文献分析和课堂观察等多种研究手段,掌握了商务英语课程教师的二语习得观念及其发展性学生学业评价行为的第一手资料,总结出教师发展性学生学业评价行为的影响因素和不同二语习得观念商务英语教师的行为特征。

Based on the relevant international studies, the article presents a constructive model to analyze the developmental student achievement assessment in Business English curriculum： to investigate the relationship between teachers＇ approaches about Second Language Acquisition and their developmental student achievement assessment practices from the links among second language acquisition theories, developmental student achievement assessment and Business English curriculum. Varied research methods such as questionnaire survey, interview, document analysis and classroom observation are adopted to collect the first-hand data. The influential factors and features of teachers＇ developmental achievement assessment practices from Second Language Acquisition perspective are concluded.