高中生英语阅读能力的自我评估
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摘要
本文利用阅读理解测试、问卷和采访考查了高中生对英语阅读能力的自我评估。结果表明:(1)高中生对阅读能力的总自评和对大部分阅读子能力的自评与其阅读成绩之间都有显著的正相关关系,但相关强度不高,说明他们虽然能够对自己的阅读能力从多个维度做出评估,但准确性有待提高;(2)高中生自评的信心一般,在进行自我评估时存在诸多疑惑;(3)不同阅读能力组学生的自评得分、自评准确性不存在显著差异,而低水平组的自评信心显著低于高水平组。
This study investigated how high school students self-assessed their EFL reading ability by means of reading tests,questionnaire and interview. A significant positive correlation was found between students' self-assessment as a whole as well as of the majority of reading subskills and their reading scores,suggesting students' capability of evaluating their own reading ability from multiple dimensions; but the strength of correlation also indicated the need to improve students' self-assessment accuracy. It was also found that students were not confident enough about their selfassessment,which involved a lot of confusion. Moreover,no significant difference was found in self-assessment ratings and accuracy among students with different levels of reading ability; but students in low-level group were less confident than those in high-level group in their self-assessment.
This study investigated how high school students self-assessed their EFL reading ability by means of reading tests,questionnaire and interview. A significant positive correlation was found between students' self-assessment as a whole as well as of the majority of reading subskills and their reading scores,suggesting students' capability of evaluating their own reading ability from multiple dimensions; but the strength of correlation also indicated the need to improve students' self-assessment accuracy. It was also found that students were not confident enough about their selfassessment,which involved a lot of confusion. Moreover,no significant difference was found in self-assessment ratings and accuracy among students with different levels of reading ability; but students in low-level group were less confident than those in high-level group in their self-assessment.
引文
[1] Anderson L W&Krathwohl D R. A Taxonomy for Learning, Teaching, and Assessing:A Revision of Blooms Taxonomy of Educational Objectives[M]. New York:Longman,2001.
[2] Baniabdelrahman A A. The effect of the use of self-assessment on EFL students’performance in reading comprehension in English[J]. TESL-EJ,2010,14(2):1-22.
[3] Blanche P. Using standardized achievement and oral proficiency tests for self-assessment purposes:The DLIFLC study[J]. Language Testing,1990,7(2):202-229.
[4] Blanche P&Merino B J. Self-assessment of foreign-language skills:Implications for teachers and researchers[J]. Language Learning,1989,39(3):313-340.
[5] Blue G M. Self-assessment and defining learners’needs[A] In Blue G M,Milton J&Saville J. Assessing English for Academic Purposes[C]. Oxford:Peter Lang,2000. 237-255.
[6] Brantmeier C. Advanced L2 learners and reading placement:Self-assessment,CBT,and subsequent performance[J]. System,2006,34:15-35.
[7] Freeman M I. A self-evaluation instrument for the measurement of student proficiency levels[A]. In Blue G M,Milton J&Saville J. Assessing English for Academic Purposes[C]. Oxford:Peter Lang,2000. 219-236.
[8] Harris M. Self-assessment of language learning in formal settings[J]. ELT Journal,1997,51(1):12-20.
[9] Heilenman L. Self-assessment of second language ability:The role of response effects[J]. Language Testing,1990,7(2):174-201.
[10] Janssen-van Dieten A M. The development of a test of Dutch as a second language:The validity of selfassessment by inexperienced subjects[J]. Language Testing,1989,6(1):1-13.
[11] LeB lanc R&Painchaud G. Self-assessment as a second language placement instrument[J]. TESOL Quarterly,1985,19(4):673-687.
[12] Little D. Language learner autonomy and the European Language Portfolio:Two L2 English examples[J]. Language Testing,2009,42(2):222-233.
[13] Oscarson M. Self-assessment of language proficiency:Rationale and applications[J]. Language Testing,1989,6(1):1-13.
[14] Ross S. Self-assessment in second language testing:A meta-analysis and analysis of experiential factors[J].Language Testing,1998,15(1):1-20.
[15] Strong-Krause D. Exploring the effectiveness of self-assessment strategies in ESL placement[A]. In Ekbatani G&Pierson H. Learner-Directed Assessment in ESL[C]. Mahwah,NJ:Lawrence Erlbaum Associates,2000. 49-73.
[16] Upshur J. Objective evaluation of oral proficiency in the ESOL classroom[J]TESOL Quarterly,1971,5(1):47-59.
[17] Zeng Y&Fan T. Developing reading proficiency scales for EFL learners in China[J]. Language Testing in Asia,2017,7:8. doi:10.1186/s40468-017-0039-y.
[18]刘建达.学生英文写作能力的自我评估[J].现代外语,2002,(3):241-249.
[19]刘建达,韩宝成.面向运用的中国英语能力等级量表建设的理论基础[J].现代外语,2018,(1):1-12.
[20]楼荷英.自我评估同辈评估与培养自主学习能力之间的关系[J].外语教学,2005,(4):60-63.
[21]徐锦芬,李红,李斑斑.大学生英语阅读能力自我评价的实证研究[J].解放军外国语学院学报,2010,(5):46-50.
[22]曾用强.自信心与语言测试行为[J].现代外语,2002,(2):205-209.
[23]曾用强.中国英语能力等级量表的“阅读量表”制定原则和方法[J].外语界,2017,(5):2-11.
[24]中华人民共和国教育部.全日制义务教育普通高级中学英语课程标准(实验稿)[S].北京:北京师范大学出版社,2003.
[25]中华人民共和国教育部.普通高中英语课程标准[S].北京:人民教育出版社,2017.
[26]朱丽娜.元认知策略对新课标下的高中英语阅读教学的启示[J].山东教育学院学报,2007,(1):90-92.
(1)Anderson&Krathwohl(2001)的教育认知目标分类学框架中共包含六个维度19项认知能力。但由于某些认知能力在高中生的英语学习过程中出现频率非常低,因此本问卷只包含了经常出现在高中英语阅读理解测试中的13项认知能力。
(1)因为学生在每个阅读子能力上的自评得分不满足进行参数检验的正态分布要求。
(1)M1指中水平组的第一位受访学生;同样,L1指低水平组的第一位受访学生,H3指高水平组的第三位受访学生。
[2] Baniabdelrahman A A. The effect of the use of self-assessment on EFL students’performance in reading comprehension in English[J]. TESL-EJ,2010,14(2):1-22.
[3] Blanche P. Using standardized achievement and oral proficiency tests for self-assessment purposes:The DLIFLC study[J]. Language Testing,1990,7(2):202-229.
[4] Blanche P&Merino B J. Self-assessment of foreign-language skills:Implications for teachers and researchers[J]. Language Learning,1989,39(3):313-340.
[5] Blue G M. Self-assessment and defining learners’needs[A] In Blue G M,Milton J&Saville J. Assessing English for Academic Purposes[C]. Oxford:Peter Lang,2000. 237-255.
[6] Brantmeier C. Advanced L2 learners and reading placement:Self-assessment,CBT,and subsequent performance[J]. System,2006,34:15-35.
[7] Freeman M I. A self-evaluation instrument for the measurement of student proficiency levels[A]. In Blue G M,Milton J&Saville J. Assessing English for Academic Purposes[C]. Oxford:Peter Lang,2000. 219-236.
[8] Harris M. Self-assessment of language learning in formal settings[J]. ELT Journal,1997,51(1):12-20.
[9] Heilenman L. Self-assessment of second language ability:The role of response effects[J]. Language Testing,1990,7(2):174-201.
[10] Janssen-van Dieten A M. The development of a test of Dutch as a second language:The validity of selfassessment by inexperienced subjects[J]. Language Testing,1989,6(1):1-13.
[11] LeB lanc R&Painchaud G. Self-assessment as a second language placement instrument[J]. TESOL Quarterly,1985,19(4):673-687.
[12] Little D. Language learner autonomy and the European Language Portfolio:Two L2 English examples[J]. Language Testing,2009,42(2):222-233.
[13] Oscarson M. Self-assessment of language proficiency:Rationale and applications[J]. Language Testing,1989,6(1):1-13.
[14] Ross S. Self-assessment in second language testing:A meta-analysis and analysis of experiential factors[J].Language Testing,1998,15(1):1-20.
[15] Strong-Krause D. Exploring the effectiveness of self-assessment strategies in ESL placement[A]. In Ekbatani G&Pierson H. Learner-Directed Assessment in ESL[C]. Mahwah,NJ:Lawrence Erlbaum Associates,2000. 49-73.
[16] Upshur J. Objective evaluation of oral proficiency in the ESOL classroom[J]TESOL Quarterly,1971,5(1):47-59.
[17] Zeng Y&Fan T. Developing reading proficiency scales for EFL learners in China[J]. Language Testing in Asia,2017,7:8. doi:10.1186/s40468-017-0039-y.
[18]刘建达.学生英文写作能力的自我评估[J].现代外语,2002,(3):241-249.
[19]刘建达,韩宝成.面向运用的中国英语能力等级量表建设的理论基础[J].现代外语,2018,(1):1-12.
[20]楼荷英.自我评估同辈评估与培养自主学习能力之间的关系[J].外语教学,2005,(4):60-63.
[21]徐锦芬,李红,李斑斑.大学生英语阅读能力自我评价的实证研究[J].解放军外国语学院学报,2010,(5):46-50.
[22]曾用强.自信心与语言测试行为[J].现代外语,2002,(2):205-209.
[23]曾用强.中国英语能力等级量表的“阅读量表”制定原则和方法[J].外语界,2017,(5):2-11.
[24]中华人民共和国教育部.全日制义务教育普通高级中学英语课程标准(实验稿)[S].北京:北京师范大学出版社,2003.
[25]中华人民共和国教育部.普通高中英语课程标准[S].北京:人民教育出版社,2017.
[26]朱丽娜.元认知策略对新课标下的高中英语阅读教学的启示[J].山东教育学院学报,2007,(1):90-92.
(1)Anderson&Krathwohl(2001)的教育认知目标分类学框架中共包含六个维度19项认知能力。但由于某些认知能力在高中生的英语学习过程中出现频率非常低,因此本问卷只包含了经常出现在高中英语阅读理解测试中的13项认知能力。
(1)因为学生在每个阅读子能力上的自评得分不满足进行参数检验的正态分布要求。
(1)M1指中水平组的第一位受访学生;同样,L1指低水平组的第一位受访学生,H3指高水平组的第三位受访学生。