自我评估训练对学生大学英语写作测试成绩的影响

论文摘要

自我评估指的是学习者参与对自己学习,尤其是对其成绩及学习结果的评判。它是学习者评估自己的语言技巧及语言知识其中的一种手段。这种发展与一般的语言教育趋势相一致,它更多强调学习者的责任和以学习者为中心的课堂教学。通过系统地自我评估过程所能提供的信息,不仅是对测试者、教师,而且是对学生本人有着潜在的价值。鉴于中国大学英语写作考试成绩的不够理想,本文旨在从社会认知角度向中国大学外语学习者和教育者倡导基于策略教学的大学英语写作自我评估教学模式。在本研究中,有来自8个班的189名一、二年级学生参加了为期8个星期的写作自我评估训练教学；作者对获得的数据采用了定性和定量两种分析方法。具体地说,本论文阐明了两种关系：评分标准的教学与学生自我能力的提高之间的关系,评分标准教学与大学英语写作成绩之间的关系。当然,首先讨论的是大学生自我评估能力的正确性。数据是通过皮尔逊的相关系数、方差分析及配对T检验等获得。数据分析结果具有以下三个方面的意义。第一,学生具有相当的写作自我评估的能力。第二,评分标准的教学促进了自我评估的精确度,总体教学效果显著。学生每次自我评估训练后自我评估精确度都有提高。正如研究者所料,当清楚地了解了评分标准后,过高地给自己打分的学生减少了；针对同一篇文章,接受培训后的第二次评估总是比第一次正确。第三,学生总的写作水平提高了。相比之下,在语言水平保持相对稳定的情况下,这变化的结果应归因于课堂上实施评分标准的教学和应用,它突显了教学中实行自我评估能促进写作能力的提高的重要意义。这些结果证明了只要自我评估培训得当而且有效使用,它对写作学习过程就会产生积极的影响。本研究的意义有以下三个方面：首先,对学生来说,通过提高写作自我评估的意识,增强了学习能力,提高了学习效率和学习自主性。其次,对教师来说,有助于了解学生写作自我评估的能力,改进教学方法以便发挥学生潜力。最后,写作自我评估的实践将提高教师的工作效率。

论文目录

• AcknowIedgements
• Abstract
• 摘要
• List of Figures
• List Of Tables
• Contents
• Chapte One Introduction
• 1.1 Research background
• 1.2 The author's Social-cognitive framework for students'self-assessment
• 1.3 Aims and significances of the study
• 1.4 Overall structure of the thesis
• Chapter Two Literature Review
• 2.1 Defining writing assessment
• 2.1.1 Three approaches to writing assessment
• 2.1.2 Approaches to scoring students’writing
• 2.2 Defining self-assessment
• 2.2.1 Rationale for adopting self-assessment
• 2.2.2 Applications of self-assessment
• 2.2.3 Self-Assessment in the classroom and beyond the classroom
• 2.2.4 Post-modern ethics of self-assessment
• 2.3 Studies of beliefs,motivation and strategy use
• 2.4 Theoretical frameworks for the study of self-assessment
• 2.4.1 A social-cognitive framework for self-evaluation
• 2.4.2 A social-cognitive framework for conceptualizing writing test performance
• Chapter Three The Empirical Study
• 3.1 Research objectives
• 3.2 Subjects
• 3.3 Materials
• 3.4 The method
• 3.5 Procedures of data collection
• 3.6 Data analysis
• 3.7. Findings
• 3.7.1 Research question 1:student's accuracy for self-assessment pre-training
• 3.7.1.1 Correlating student and instructor grades prior to the rating training
• 3.7.1.2 Untrained self-rating errors by students from Stage 1
• 3.7.2 Research question 2:student's accuracy for self-assessment post-training
• 3.7.2.1 The correlation coefficient between students'and instructors'gradespost-training
• 3.7.2.2 Errors in grade estimation post-training
• 3.7.2.3 Evidence from the questionnaire survey
• 3.7.3 Research question 3:whether self-assessment training contributes to language writing
• 3.7.3.1 Whether self-assessment training contributes to language writing
• 3.7.3.2 Evidence from the Questionnaire
• Chapter Four Discussion and Conclusions
• 4.1 Self-assessment model and strategies-based instruction
• 4.2 Validity and reliability of self-assessment
• 4.3 Other effects of self-assessment criteria instruction
• 4.4 Potential limitation of the study
• 4.5 Suggestions for future study
• 4.6 Conclusions
• References
• Appendix Ⅰ:Three Writing Tasks
• Appendix Ⅱ:Scoring Rubrics
• Appendix Ⅲ:Range-Finders
• Appendix Ⅳ:Questionnaire
• Personal Profile