我国外语教学中的形成性评价研究:回顾与思考(2002—2016)

Formative assessment studies in foreign language teaching in China: Review and reflection(2002-2016)

本文采用定量和定性相结合的研究方法,对2002—2016年刊登在我国18种外语类期刊上的外语教学形成性评价相关研究文献进行统计分析,主要从形成性评价研究的总体趋向、对象、领域、内容和方法等5个层面评述这十五年我国外语教学形成性评价研究的概貌与发展趋势。统计分析结果显示:(1)研究数量保持动态增长;(2)研究视角不断学科融合;(3)研究方法以实证研究为主;(4)研究对象包括不同学历层的外语学习者;(5)研究内容由过程性评价向动态即时评价发展。文章对研究的内容和范围、视角、对象、结论、政策和条件等方面进行了全面的分析,提出了不足与建议。最后,文章展望了我国外语教学形成性评价研究的发展前景。

Based on the papers on formative assessment in foreign language teaching published in 18 Chinese foreign language journals from 2002 to 2016,this paper gives a quantitative and qualitative analysis of the researches on formative assessment in foreign language teaching in the fifteen years in China from the perspectives of research trends,subjects,areas,contents and methodologies. The results indicate that：（ 1） the amount of papers keeps increasing on the whole;（ 2） the research perspectives are multi-disciplinary;（ 3） empirical studies account for a large part;（ 4） the subjects are foreign language learners of different educational backgrounds;（ 5） dynamic real-time assessment studies develop faster than process assessment ones. The paper also discusses the limitations and suggestions of the existing researches in the contents and areas,the perspectives,the subjects,the conclusions,the policies and the conditions. Finally,the paper proposes some further research directions in foreign language formative assessment in China.