英语内容课课堂展示中的形成性评价对学生英语学习策略的影响

The Impact of Formative Assessment in Oral Presentations of Content-based Courses upon Students' English Learning Strategies

课堂展示作为一种锻炼学生综合语言能力的学习活动,在英语专业内容课中颇受青睐,但对该学习活动的准备过程仍缺乏系统的评价与监控。本研究将形成性评价应用于课堂展示准备过程,定量与定性研究相结合,探究形成性评价与英语学习策略的相关性及可能产生的影响与成因。研究中采用问卷、访谈和学生反思日志来采集研究数据。研究表明,形成性评价机制利于学生英语学习策略的使用,尤其是元认知策略、认知策略和社交策略。

As a learning activity which can cultivate students＇ comprehensive language competence, classroom oral presentations are popular in content-based instruction for English majors. However, there is a lack of systematic evaluation and supervision over students＇ after-class preparation of this activity. This study applies formative assessment into students＇ after-class preparations of their classroom presentations and studies the relativity between formative evaluation and students＇ learning strategies as well as the possible reasons. A mixed method of quantitative and qualitative method is employed with questionnaires, interviews and reflection journals as data collection instruments. The study indicates that formative assessment facilitates students＇ employment of learning strategies, especially metacognitive strategy, cognitive strategy and social strategy.