本文研究了教师将分析性写作评估标准(Jacobs et al.,1981)实践于大学英语写作课堂的教学效果。教学以社会互动理论为引导,教师与学生共同参与作文课堂动态评估。研究通过独立样本t检验来考察教学前后103名学生写作成绩的显著性差异,同...本文研究了教师将分析性写作评估标准(Jacobs et al.,1981)实践于大学英语写作课堂的教学效果。教学以社会互动理论为引导,教师与学生共同参与作文课堂动态评估。研究通过独立样本t检验来考察教学前后103名学生写作成绩的显著性差异,同时通过多元线性回归分析检测评估标准中的五大元素——写作内容、篇章组织、语言运用、词汇使用和写作规范性来说明其对教学的影响力(R^2=.564)。结果表明,课堂动态评估写作教学能有效提高学生写作能力并促其获得评估知识。展开更多
The present case study explores the effects of mediation of dynamic assessment （DA） on EFL writing development of English majors. Two junior English majors and their English writing teacher in a Chinese university w...The present case study explores the effects of mediation of dynamic assessment （DA） on EFL writing development of English majors. Two junior English majors and their English writing teacher in a Chinese university were involved in a DA writing task. Student B was asked to write an application letter in English of around 500 words during her spare time. Student A and the teacher, as the mediators, tried to help her improve the essay based on her Zone of Proximal Development （ZPD）. The dialogues in the two mediation processes were recorded and transcribed. Analysis of the data from Student B＇s compositions and the recorded talks during the mediation process showed that there are some similarities between the two mediations including making more use of implicit prompts to guide the learner and playing a positive role to facilitate EFL language growth, especially grammar. The.analysis, however, also showed great differences. The teacher tutor attempted more prompts and more implicit strategies than the peer to show that the teacher could do a better job in exploring the learner＇s ZPD. Even so, the peer might be of important help in improving the language and content before a teacher mediation in the DA process.展开更多
文摘本文研究了教师将分析性写作评估标准(Jacobs et al.,1981)实践于大学英语写作课堂的教学效果。教学以社会互动理论为引导,教师与学生共同参与作文课堂动态评估。研究通过独立样本t检验来考察教学前后103名学生写作成绩的显著性差异,同时通过多元线性回归分析检测评估标准中的五大元素——写作内容、篇章组织、语言运用、词汇使用和写作规范性来说明其对教学的影响力(R^2=.564)。结果表明,课堂动态评估写作教学能有效提高学生写作能力并促其获得评估知识。
文摘The present case study explores the effects of mediation of dynamic assessment （DA） on EFL writing development of English majors. Two junior English majors and their English writing teacher in a Chinese university were involved in a DA writing task. Student B was asked to write an application letter in English of around 500 words during her spare time. Student A and the teacher, as the mediators, tried to help her improve the essay based on her Zone of Proximal Development （ZPD）. The dialogues in the two mediation processes were recorded and transcribed. Analysis of the data from Student B＇s compositions and the recorded talks during the mediation process showed that there are some similarities between the two mediations including making more use of implicit prompts to guide the learner and playing a positive role to facilitate EFL language growth, especially grammar. The.analysis, however, also showed great differences. The teacher tutor attempted more prompts and more implicit strategies than the peer to show that the teacher could do a better job in exploring the learner＇s ZPD. Even so, the peer might be of important help in improving the language and content before a teacher mediation in the DA process.
