评价理论下高校英语教学有效反馈策略探讨

The effective feedback strategy in college English teaching based on appraisal theory

目的:通过积极话语分析,得出教师提高其反馈素养之话语策略,为高校语言评估政策和实践提供参考。方法:以评价理论为分析框架,通过基于课堂观摩与访谈之积极话语分析,观察学生在口语活动中参加课堂陈述并获得同伴反馈的过程,探讨大学英语教师提供反馈的特点及结果。结果:教师反馈过程中认知支架学习论和社会情感支持策略能培养学生以合理的知识和技能对同伴陈述做出反馈。教师需逐步适当抽离教学及语言支持,使其话语策略顺应教学情况,实现口语课堂教学范式的创新。结论:本研究为口语课堂有效反馈策略的初步构建,提供了经验及今后研究的方向。

Objective: To provide reference for colleges and universities with language assessment policy and practice through positive discourse analysis. Methods: By adopting appraisal theory as the analysis framework and classroom observation and interview as major methods of data collection, this study attempted to investigate the process of students’ involvement in peer-evaluation and to discuss the characteristics and the role of teacher feedback in classroom activities for students’ oral competence enhancement. Results: Cognitive scaffolding and social-affective support embedded in teacher feedback can work positively on cultivating students’ oral competence in conducting useful peer evaluation, which in turn benefits learners from the assessment process.Gradual withdrawal of linguistic support and adjustment in assessment strategies are necessary for teachers to cater for different learning situations and to realize a new pedagogical paradigm. Conclusion: Discussions are made on effective building of feedback strategy and future study directions in relation to the application of appraisal theory in oral English classrooms.