摘要
如何通过设置评估情境提升大学生英语学习的良性求助倾向,抑制不良求助行为,是一个涉及学术品行的研究议题,应引起外语学界重视。大学英语评估情境对大学生英语学业求助行为产生何种干预作用是本研究的聚焦所在。本文的实证结果表明,总结性评估作为我国大学英语教学的主要评估手段,对执行性求助与回避求助均存在显著正向影响,对工具性求助存在一定负向影响,但未达到显著性水平,而形成性评估在总结性评估对三种求助行为的影响中产生十分显著的干预效用。随着形成性评估取向的提升,总结性评估对执行性求助与回避求助的正向影响越来越弱,对工具性求助行为的负向影响则越来越强。评估情境可作为外在干预手段,实现抑制大学英语不良学业求助与促进良性学业求助的双重目的。
How to improve college students’benign help-seeking tendency and restrain negative helpseeking behavior in EFL learning through assessment contexts is a research topic involving academic conduct,and should be noteworthy in foreign language academic domain.The focus of this study is what kind of intervention effect college English assessment situation has on college students’English academic help-seeking(HS).The empirical results indicated that summative assessment(PAP1),as the main assessment means of EFL teaching in China positively affected executive help-seeking(HS1)and avoidance help-seeking(HS2),but negatively affected instrumental help-seeking(HS3)at an insignificant level.Formative assessment(PAP2)moderated the impact of PAP1 on HS.As PAP2 went up,the positive impacts of PAP1 on both HS1 and HS2 became weaker,while the negative impact of PAP1 on HS3 became stronger.The study confirms that the assessment contexts can be used as an external intervention to achieve the dual purposes for inhibiting negative HS and promoting positive HS in EFL learning.
作者
周小兰
左宁
ZHOU Xiaolan;ZUO Ning
出处
《外语与外语教学》
CSSCI
北大核心
2020年第1期61-70,148,共11页
Foreign Languages and Their Teaching
基金
2020年教育部人文社会科学研究一般项目青年基金:“评估情境干预下大学英语学业求助的行为研究”
山东大学教育教学改革研究项目:“泰山学堂英语口语教学障碍及教改出路”(项目编号:2019Y298).
关键词
评估模式
学业求助
情境干预
大学英语
assessment
academic help-seeking
contextual intervention
EFL
