任务型语言教学中大学英语教师评估者角色探析

College English Teachers as Assessors in Tasked-Based Language Teaching

任务型语言教学对大学英语教师的角色定位提出了新的要求。实现教师多重角色转变,有利于帮助学生发挥学习自主性,构建语言知识和交际能力体系。然而,由于教师自身认识不足和传统教学思想的影响,大学英语教师往往不够重视评估者角色,造成任务型教学活动中的评估者角色失当。扮演好评估者角色,首先需要教师对评估的内涵有明确的认识。与此同时,教师在任务前、任务中与任务后三个阶段要分别做好评估标准的拟定,对学生的评估,学习过程的观察记录,以及评估信息的及时反馈。

Task-based language teaching has proposed new requirements on roles of college English teachers. The fulfillment of new teacher’s roles helps the students improve learner autonomy to construct their language and communication system. Howev-er, due to the teachers’lack of role recognition and the influence of traditional teaching concepts, college English teachers usually pay insufficient attention to their role as assessors in task-based language teaching, which leads to the unfulfillment of teacher ’s role as an assessor. To be a good assessor, college English teachers should firstly form a clear understanding of the connotation of assessment. In the meanwhile, in the pre-task, in-task and post-task phases, they should work out detailed criteria, assess the stu-dents, observe and record the learning process and offer the feedback without delay.