Teaching assessment plays a very important part in college English teaching, and effective formative assessment can encourage students＇ learner autonomy, improve their ability, and stimulate their creativity as well....Teaching assessment plays a very important part in college English teaching, and effective formative assessment can encourage students＇ learner autonomy, improve their ability, and stimulate their creativity as well. Based on the foreign and domestic studies, this paper first reviews the definition and types of assessment, and then analyses the factors which influence the application of formative assessment in the process of college English teaching.展开更多
Teaching assessment is one of the most important components of college English teaching. The traditional assessment system over emphasizes the summative assessment, which used examinations as the main assessment metho...Teaching assessment is one of the most important components of college English teaching. The traditional assessment system over emphasizes the summative assessment, which used examinations as the main assessment method. Formative assessment focuses on the process assessment during the practice of teaching. It is integrated in the teaching and learning process and cannot be separated as evaluation. The formative assessment aims to confirm the students＇ potential, develop their ability in study and strengthen the students＇ confidence and the spirit of cooperation. It is also a method intended to generate feedback on performance to improve and accelerate teaching and learning effectively. Based on some theories, this paper states the importance of the application of formative assessment in college oral English teaching. It also introduces some principles and measures to apply this assessment. The reasonable and effective application can promote college oral English teaching.展开更多
This article investigates and analyzes the current circumstances of formative assessment in college oral English teaching. The result shows： （1） students still have some difficulties in the process of oral English ...This article investigates and analyzes the current circumstances of formative assessment in college oral English teaching. The result shows： （1） students still have some difficulties in the process of oral English formative assessment; （2） students are not accessible to abundant formative assessment approaches; （3） teachers play an unsatisfactory role in the process of oral English formative assessment. Finally, this article offers some advice on figuring out the problems above.展开更多
A literature-based review concerning why and how to evaluate language-teaching materials is presented with the purpose to facilitate English Language Teachers＇ awareness of material evaluation and assist their conduc...A literature-based review concerning why and how to evaluate language-teaching materials is presented with the purpose to facilitate English Language Teachers＇ awareness of material evaluation and assist their conduction.展开更多
With the improvement of the quality education in our country, the teaching reform of college English teaching has been carried out. In the college English teaching system, we need the network-based autonomous teaching...With the improvement of the quality education in our country, the teaching reform of college English teaching has been carried out. In the college English teaching system, we need the network-based autonomous teaching mode, and effective evaluation system of English teaching is also necessary. A complete set of teaching evaluation system can truly reffect the teaching effect, and can promote the optimization of teaching activities as well. Therefore, in order to realize the effectiveness of English teaching and to expand the diversifi ed teaching mode, we need to build a complete set of English language system. Classroom teaching evaluation is one of the effective means to improve the teaching efficiency, which reffects the characteristics of college English courses. After the digitalization of the teaching methods, the network information produced in the teaching and management has obvious characteristics of large data. The optimized evaluation system of college English classroom teaching has realized the diversifi cation of evaluation subjects.展开更多
This review discusses Nezakat-Alhossaini, Youhanaee, and Moinzadeh＇s research study entitled ＂Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses.＂ ...This review discusses Nezakat-Alhossaini, Youhanaee, and Moinzadeh＇s research study entitled ＂Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses.＂ This study was chosen for evaluation because it strives to attach significance to explicit instruction in L2 acquisition, unlike other more recent research, which seeks to reinforce implicit instruction as it is viewed as the idealistic goal of language learning （Rebuschat ＆ William, 2009）. The present review will be developed by means of an evaluation of Alhossaini and her colleagues＇ study, consisting of a concise summary of the study, a classification of the philosophical perspective, the selection of criteria, and the strengths and weaknesses of the study. In this review, I hope that I succeed to broadly navigate the research enterprise, commencing with the philosophical perspective of research, such as the epistemological and ontological stances shaping the philosophical perspective and then colouring the research. By reviewing this study, I would also hope that I successfully evaluate the research quality by using appropriate criteria in an attempt to suggest potential directions for further research （under strengths and weaknesses of the study）.展开更多
In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture Un...In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.展开更多
文摘Teaching assessment plays a very important part in college English teaching, and effective formative assessment can encourage students＇ learner autonomy, improve their ability, and stimulate their creativity as well. Based on the foreign and domestic studies, this paper first reviews the definition and types of assessment, and then analyses the factors which influence the application of formative assessment in the process of college English teaching.
文摘Teaching assessment is one of the most important components of college English teaching. The traditional assessment system over emphasizes the summative assessment, which used examinations as the main assessment method. Formative assessment focuses on the process assessment during the practice of teaching. It is integrated in the teaching and learning process and cannot be separated as evaluation. The formative assessment aims to confirm the students＇ potential, develop their ability in study and strengthen the students＇ confidence and the spirit of cooperation. It is also a method intended to generate feedback on performance to improve and accelerate teaching and learning effectively. Based on some theories, this paper states the importance of the application of formative assessment in college oral English teaching. It also introduces some principles and measures to apply this assessment. The reasonable and effective application can promote college oral English teaching.
文摘This article investigates and analyzes the current circumstances of formative assessment in college oral English teaching. The result shows： （1） students still have some difficulties in the process of oral English formative assessment; （2） students are not accessible to abundant formative assessment approaches; （3） teachers play an unsatisfactory role in the process of oral English formative assessment. Finally, this article offers some advice on figuring out the problems above.
文摘A literature-based review concerning why and how to evaluate language-teaching materials is presented with the purpose to facilitate English Language Teachers＇ awareness of material evaluation and assist their conduction.
文摘With the improvement of the quality education in our country, the teaching reform of college English teaching has been carried out. In the college English teaching system, we need the network-based autonomous teaching mode, and effective evaluation system of English teaching is also necessary. A complete set of teaching evaluation system can truly reffect the teaching effect, and can promote the optimization of teaching activities as well. Therefore, in order to realize the effectiveness of English teaching and to expand the diversifi ed teaching mode, we need to build a complete set of English language system. Classroom teaching evaluation is one of the effective means to improve the teaching efficiency, which reffects the characteristics of college English courses. After the digitalization of the teaching methods, the network information produced in the teaching and management has obvious characteristics of large data. The optimized evaluation system of college English classroom teaching has realized the diversifi cation of evaluation subjects.
文摘This review discusses Nezakat-Alhossaini, Youhanaee, and Moinzadeh＇s research study entitled ＂Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses.＂ This study was chosen for evaluation because it strives to attach significance to explicit instruction in L2 acquisition, unlike other more recent research, which seeks to reinforce implicit instruction as it is viewed as the idealistic goal of language learning （Rebuschat ＆ William, 2009）. The present review will be developed by means of an evaluation of Alhossaini and her colleagues＇ study, consisting of a concise summary of the study, a classification of the philosophical perspective, the selection of criteria, and the strengths and weaknesses of the study. In this review, I hope that I succeed to broadly navigate the research enterprise, commencing with the philosophical perspective of research, such as the epistemological and ontological stances shaping the philosophical perspective and then colouring the research. By reviewing this study, I would also hope that I successfully evaluate the research quality by using appropriate criteria in an attempt to suggest potential directions for further research （under strengths and weaknesses of the study）.
文摘In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.
