CLT模式下英语职前教师口语评价素养分析

语言评价素养是近些年语言测评理论的“流行词”之一,英语职前教师掌握相应的评价素养有利于更好地处理教、学、评的关系,从而达到“以评促学、以评促教”的效果。CLT(交际语言教学)是以培养学生的交际能力为目标的教学模式,通常被运用于口语交际课堂。英语职前教师具备良好的口语评价素养对交际课堂的教学是十分重要的,高质量的口语评价有利于弥补自身经验的不足。文章以调查问卷和结构化访谈的形式调查和分析英语职前教师的口语评价素养以及在CLT交际课堂中进行口语评价的现状。

Language assessment literacy(LAL) is one of the “buzzwords” in language assessment theory in recent years. Pre-service English teachers mastering the corresponding assessment literacy is conducive to better handling the relationship between teaching, learning, and evaluation, so as to achieve the effect of “promoting teaching”. CLT(communicative language teaching) is a teaching model aimed at cultivating students’ communicative competence, and is usually used in CLT classes. Pre-service English teachers having oral assessment literacy is very important for the CLT classes, and high-quality oral assessment is helpful to make up for their own lack of experience. The paper investigates and analyzes the oral assessment literacy of English pre-service teachers and the current situation of oral evaluation in CLT classes through questionnaire survey and structured interviews.