课堂评估方式及对学生学习态度影响的研究
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摘要
外语教学中评价有着重要的作用,任何一名从事外语教学的教师都要不断地在教
学中进行评价。但长期以来,许多人把考试作为评价的唯一方法,这一强化分数的评
价方法,忽视了学生的学习过程以及他们日常的学习行为表现,许多学生因为过于关
注考试成绩,而感到焦虑、自卑,这种消极的情感态度严重影响了学生学习能力的发
展。因此改革这种不完整的评价方式势在必行。
外语教学中的课堂行为表现评估是相对于传统的评价方式而提出来的,着眼点在
于学生的各种真实的学习活动和任务,是在了解学生需要的基础上,运用观察法,讨
论法,谈话法及学生学习档案袋等多种评价方法在教学过程中进行的评价。这一评价
方式不仅发挥了学生各自的主动性,能动性和创造性,而且增强了他们的学习动机,
提升了他们的自信心。
本文试图检验在课堂评价中影响学生学习态度的可能因素,力求发现学生的英语
学习态度与课堂评估方式之间是否存在必然的联系。基于相关理论,并采用调查分析
法研究评估方式变革先后学生英语学习态度的变化,从大连市西岗区香二小学五年级
中选取了60名学生作为研究对象,研究结果表明:课堂评估方式的变化确实在某些
方面对学生英语学习的态度产生了很大的影响。即多元化的评估方式相对于传统的评
价方法,更能提高学生的学习兴趣,减少焦虑,自卑感,增强自信心,强化了成功意
识,促进学习,进步,从而培养积极的学习态度。
实践表明小学生学习英语的态度存在着很大的差异,研究评估方式对学生学习态
度的影响作用,将会引导教师从改革课程标准,评价方法,和加强教师自身素质入手,
将评估与教学活动相结合,激发学生良好的学习态度和动机,增强学生的自主学习能
力,提高学生的综合运用水平,从而普遍提高小学英语教学质量。因此,本研究对小
学英语教学具有重大的普遍意义。
Assessment is one of the important aspects in EFL teaching. Yet, for many teachers decisions related to the assessment of student learning are an equally important part of their work. However, in a long period time, many teachers and educational authorities considered the paper-and-pencil tests were the only way to evaluate students. This traditional assessment emphasized the product of instruction and neglected teaching process and students performance in classroom. So a large number of students who were concerned more about their scores of the tests, felt anxious and depressed, such attitude has perverted their development of learning ability. In addition to providing standard approaches to test and formal assessment, the field of assessment has put forward to an alternative approaches, which stress students performance and authentic tasks, such as classroom observation, portfolios and student conferences. Student involvement into the assessment process makes them more active, creative and confident in EFL learning.The paper tries to examine the possible factors influencing students' positive attitude towards EFL learning and to find out whether the necessary link of assessment methods exist. The concept of attitude and classroom assessment was based on the discussion by prominent linguistics. It also adopted data analysis to study the effects on students' attitudes. In order to confirm the study, 60 students were selected from Grade 5 of Dalian XiangEr Primary School, Xigang District as the sample. The subjects were required to answer a close questionnaire about attitude towards EFL learning. The result provided some evidences to support the assumption that classroom assessment methods do influence to some degree on students' attitudes towards EFL learning, that is, the alternative assessment approaches make students feel relaxed in class and more confident in evaluation, so more and more students will show their active attitude towards EFL learning.Generally speaking, students in primary school should keep positive attitude to EFL learning, but some of them have shown their negative attitude to it. Therefore, it is significant to study the factors influencing their learning attitude, to reform the EFL curriculum, assessment method and teaching methodologies in
order to facilitate the students' initiative learning ability, strengthen their autonomy and creativities, to improve second language teaching and enhance the success of second language learning. The thesis consists of five chapters:Chapter One is an introduction, which gives a brief account of the background of the researches concerning with this topic. It also gives a very short description of the literature published in China in the field of classroom assessment. In the end the author points out the necessity and validity of carrying out this present study.Chapter Two mainly builds up the theoretical position of language learning assessment from the view of language learning theories and its goals, It provides a detailed discussion about classroom assessment and learning attitudes. Firstly it deals with the context of classroom assessment. It also illustrates the alternative methods of classroom assessment. Then, some previous studies on language learners' attitudes are described in this part. Finally, the relations of classroom assessment and learning attitude are presented.Chapter three focuses on the present study. In this part, the author introduces the assessment methods, the participants' attitude, the data collection system, and the study procedure. It also describes the results of the study, and the analysis of the results.Chapter Four is concerned with the strategies in primary school EFL learning assessment. Here the author illustrates the relevant curriculum and teaching methodologies.The last chapter of this thesis concludes the whole paper and gives some advice for the pedagogy and the future research in this field.
学中进行评价。但长期以来,许多人把考试作为评价的唯一方法,这一强化分数的评
价方法,忽视了学生的学习过程以及他们日常的学习行为表现,许多学生因为过于关
注考试成绩,而感到焦虑、自卑,这种消极的情感态度严重影响了学生学习能力的发
展。因此改革这种不完整的评价方式势在必行。
外语教学中的课堂行为表现评估是相对于传统的评价方式而提出来的,着眼点在
于学生的各种真实的学习活动和任务,是在了解学生需要的基础上,运用观察法,讨
论法,谈话法及学生学习档案袋等多种评价方法在教学过程中进行的评价。这一评价
方式不仅发挥了学生各自的主动性,能动性和创造性,而且增强了他们的学习动机,
提升了他们的自信心。
本文试图检验在课堂评价中影响学生学习态度的可能因素,力求发现学生的英语
学习态度与课堂评估方式之间是否存在必然的联系。基于相关理论,并采用调查分析
法研究评估方式变革先后学生英语学习态度的变化,从大连市西岗区香二小学五年级
中选取了60名学生作为研究对象,研究结果表明:课堂评估方式的变化确实在某些
方面对学生英语学习的态度产生了很大的影响。即多元化的评估方式相对于传统的评
价方法,更能提高学生的学习兴趣,减少焦虑,自卑感,增强自信心,强化了成功意
识,促进学习,进步,从而培养积极的学习态度。
实践表明小学生学习英语的态度存在着很大的差异,研究评估方式对学生学习态
度的影响作用,将会引导教师从改革课程标准,评价方法,和加强教师自身素质入手,
将评估与教学活动相结合,激发学生良好的学习态度和动机,增强学生的自主学习能
力,提高学生的综合运用水平,从而普遍提高小学英语教学质量。因此,本研究对小
学英语教学具有重大的普遍意义。
Assessment is one of the important aspects in EFL teaching. Yet, for many teachers decisions related to the assessment of student learning are an equally important part of their work. However, in a long period time, many teachers and educational authorities considered the paper-and-pencil tests were the only way to evaluate students. This traditional assessment emphasized the product of instruction and neglected teaching process and students performance in classroom. So a large number of students who were concerned more about their scores of the tests, felt anxious and depressed, such attitude has perverted their development of learning ability. In addition to providing standard approaches to test and formal assessment, the field of assessment has put forward to an alternative approaches, which stress students performance and authentic tasks, such as classroom observation, portfolios and student conferences. Student involvement into the assessment process makes them more active, creative and confident in EFL learning.The paper tries to examine the possible factors influencing students' positive attitude towards EFL learning and to find out whether the necessary link of assessment methods exist. The concept of attitude and classroom assessment was based on the discussion by prominent linguistics. It also adopted data analysis to study the effects on students' attitudes. In order to confirm the study, 60 students were selected from Grade 5 of Dalian XiangEr Primary School, Xigang District as the sample. The subjects were required to answer a close questionnaire about attitude towards EFL learning. The result provided some evidences to support the assumption that classroom assessment methods do influence to some degree on students' attitudes towards EFL learning, that is, the alternative assessment approaches make students feel relaxed in class and more confident in evaluation, so more and more students will show their active attitude towards EFL learning.Generally speaking, students in primary school should keep positive attitude to EFL learning, but some of them have shown their negative attitude to it. Therefore, it is significant to study the factors influencing their learning attitude, to reform the EFL curriculum, assessment method and teaching methodologies in
order to facilitate the students' initiative learning ability, strengthen their autonomy and creativities, to improve second language teaching and enhance the success of second language learning. The thesis consists of five chapters:Chapter One is an introduction, which gives a brief account of the background of the researches concerning with this topic. It also gives a very short description of the literature published in China in the field of classroom assessment. In the end the author points out the necessity and validity of carrying out this present study.Chapter Two mainly builds up the theoretical position of language learning assessment from the view of language learning theories and its goals, It provides a detailed discussion about classroom assessment and learning attitudes. Firstly it deals with the context of classroom assessment. It also illustrates the alternative methods of classroom assessment. Then, some previous studies on language learners' attitudes are described in this part. Finally, the relations of classroom assessment and learning attitude are presented.Chapter three focuses on the present study. In this part, the author introduces the assessment methods, the participants' attitude, the data collection system, and the study procedure. It also describes the results of the study, and the analysis of the results.Chapter Four is concerned with the strategies in primary school EFL learning assessment. Here the author illustrates the relevant curriculum and teaching methodologies.The last chapter of this thesis concludes the whole paper and gives some advice for the pedagogy and the future research in this field.
引文
Ajzen, I. 1988. Attitudes, Personality and Behavior, Milton Keynes: Open University press.
Allerson, G. and W. Grabe. 1986. Reading assessment. In Teaching second language reading for academic purposes, Eds.
Allport, G.W. 1935. Attitudes in C. Muchison (ed.) Handbook of social psychology, Worcester, MA: Clark University Press.——1937. Personality: A Psychological Interpretation New York: Henry Holt & Co.——1954. the historical background of modern social psychology, In Lindzey, G. (ed.) Handbook of social Psychology, Cambridge, Mass: Addison, wesley; 3-56
Asher, J. 1988. Learning another language through actions: The complete teacher's guidebook, (3rd ed.), Los Gatos, CA: Sky Oaks Productions. Bachman, L. F. and Palmer, A, S. 1989. The construct validity of self-ratings of communicative language ability. Language Testing, 6,14-29
Baker, C.1992. Attitudes and Language. Clevedon, Avon: Multilingual Matters.
Bern, D.J.1968. Attitudes as self-descriptions: Another look at the attitude behavior link In A.G. Greenwald, T.C. Brock & T.M.Ostrom (eds.) Psychological Foundations of Attitudes, New York: Academic Press
Blanche, P. 1988. Self-assessment of foreign language skills: Implications for teachers and resources. RELC Journal, 19, 1, pp. 75-93.
Blanche, P. and Merino, B.J. 1989. Self-assessment of foreign language skills: implications for teachers and researchers. Language Learning, 39 (3), 313-34
Brian.K. Lynch, 2001 Language Program Evaluation Theory and Prachze, Cambridge Universities Press.
Brown, J. D. ed.1998. New ways of classroom assessment. Alexandria, VA: TESOL.
Brown, J. D. and T. Hudson. 1998. The alternatives in language assessment. TESOL Quarterly, 32, 4, pp. 653-675.
Dickinson, L.1987. Self-instruction in Language Learning, Cambridge University Press
Ediger,M, 1993. Approaches to measurement and evaluation. Studiesin Educational Evaluation, 19(1), 41-49
Edwards, J.R.1982. Language attitudes and their implications among English speakers. In B.B. Ryan & H.Giles (eds.) Attitudes towards Language Variation, London: Edward Arnold: 20-23.
Eurasian, P. (1991). Using Assessment Information. In P. Airasian (Ed.) Classroom Assessment (pp.409-424). New York: McGraw-Hill
Fasold, R.W. 1984. The Sociolinguistic of society, Oxford: Basil Blackwell. Fazio, R.H. 1986.How do attitudes guide behavior? In Sorrentino and Higgins.
Fradd, S. and S. Hudelson. 1995. Alternative assessment: A process that promotes Collaboration and reflection. TESOL Journal, 5, 1, p. 5.
Gardner, R.C. 1979. Social psychological aspects of second language acquisition. In Giles, H. And St. Clair, R. (eds.) Language and Social Psychology. Oxford: Basil Blackwell: 193-220.——1985a. Social Psychology and Second Language Learning: The role of Attitudes and Motivation London: Arnold.——1985b. The Attitude Test Battery, Technical Report, London, University of Western Ontario.——Lalonde, R.N., & Moorcroft, R. 1985b. The role of attitude and motivation in second language learning: co-relational and experimental considerations. Language Learning 35/2: 207-227——& Macintyre, P.D.1993. A Student's contributions to second-language Learning. Part II : Affective variables. Language Teaching, 26:1-11
Genesee, F. and Upshur, John A (1998) Classroom-based Evaluation in Second Language Evaluation. In J.C.Richards (Ed.) Cambridge University Press.
Kassim Shaban, 2001, Assessment of Young Learners; English Teaching Forum Vol39 No4, October-December, 2001.
Katz, L. 1997. A developmental approach to assessment of young children. ERIC Digest. ED407172. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Kelner, L. B. 1993. The creative classroom: A guide for using creative drama in the classroom, Pre K-6. Portsmouth, NH: Heinemann.
Knowles, M. 1975 Self-directed learning, New York: Association Press
Krashen, S. 1982. Principles and practices in second language acquisition. Oxford: Pergamon.
Krashen, S. D. and T. Terrell. 1983. The natural approach: Language acquisition in the classroom. Englewood Cliffs, NJ: Alemany Press.
James Dean Brown The Elements of Language Curriculum: A Systematic Approach to Program Development. Program Evaluation, Foreign Language Teaching and Research Press
Leng,H- 1996. New bottles Old wine: Communicative Language teaching in China. English Teaching. Forum, October: 38-40
McNamara, M.J.and D.Deane.1995. Self-assessment activities: Towards autonomy in language learning. TESOL Journal, 5, 1, pp. 17-21.
Michael P. Breen and Andrew Littlejohn, 2002. Classroom decision-making, Cambridge University Press
Murphy D.F. (1985) Evaluation in Language Teaching Assessment, Accountability and Awareness. In C.J. Alderson (ed) Evaluation (pp. 1-18). Oxford: Paragons Press
Murphy, T. 1994/1995. Tests: Learning through negotiated interaction. TESOL Journal, 4, 2, pp. 12-16.
Naiman, N., Frohlich, M., Stern, H.H., & Todesco, A. 1978. The good language Learner (Research in Education Series No.7). Toronto: Ontario Institute for Studies in Education.
Olsen, R.E. W-B. 1996. Classroom questioning, classroom talk. Handouts given at The American University of Beirut ESL Workshop held in Larnaca, Cyprus. ——1992.Cooperative learning and social studies. In Cooperative language Learning: A teacher's resource book, ed. C. Kessler. Englewood Cliffs, NJ: Prentice Hall Regents.
O'Neil, J. 1992. Putting performance assessment to the test. Educational Eldership, 49, 8, pp. 14-19.
Oscarsson, M. (1978). Approaches to self-assessment in Foreign Language Learning. Strasbourg Council of Europe ——1989. Self-assessment of language proficiency: Rationale and applications. Language Testing, 6, 1-13
Peyton, J.K. and L. Reed. (1990), Dialogue journal writing with non-native English speakers: A handbook for teachers. Alexandria, Vi: TESOL.
Pierce, L. V. and J. M. O'Malley. 1992. Performance and portfolio assessment for Language minority students. Washington, DC: National Clearinghouse for Bilingual Education.
Puhl, A. (1997) Classroom Assessment English Teaching Form.
Rea-Dickens, P. and S. Rixon. 1997. The assessment of young learners of English as foreign language. language testing and assessment, Eds.C.Clapham and D.Carson.The Netherlands: Kluwer Academic Publishers.
Rixon, S. 1992. English and other languages for younger children. Language Teaching, 25, 2, pp. 73-79.
Secord, P. & Backman, C.1964. Social Psychology. New York: McGraw-Hill.
Smith, K. 1996. Assessing and testing young learners: Can we? Should we? In Entry points: Papers from a symposium of the research, testing, and young Learner's special interest groups, ed. D. Allen. Kent, England: IATEFL.
--1991. Correlation Between teacher evaluation and students' self-evaluation in EFL . Paper presented at the EARLI Conference, Turku.
Stevick, E. 1990. Humanism in language teaching: A critical perspective. Oxford: Oxford University Press.
Tannenbaum, J. 1996. Practical ideas on alternative assessment for ESL students. ERIC Digest. ED395500, Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
Tremblay, P.E.& R.C. Garner, 1995. Expanding the Motivation Construct in Language Learning. The Modem Language Journal, 79(4) : 505-18
--& Lambert,W. 1959. Motivational. Variables, in second language acquisition. Canadian Journal of Psychology 13: 266-272
Williams 1994. Motivation in foreign and second language learning: an interactive perspective. Educational Psychology Preview. Vol.6; 49-78
Wolf, D.P. 1989. Portfolio assessment: Sampling student work Educational Leadership, 46, pp. 35-39.
Woodword, H, 1993, Negotiated evaluation. Newton, NSW: Primary English Teachers' Association
Website: Portfolios: http:// www. Teachersworkshop.comltwshop/ portfolio.html Classroom assessment: http://ocmail. Sjsu.edumain.edit 186menu
成晓光,2002, 对我国英语课程标准的思考,《外语与外语教学》 第五期:23-30
刘润清,胡壮麟2000年,《外语教学中的科研方法》, 北京,外语教 学与研究出版社。
罗少茜, 2003,《英语课堂教学形成性评价研究》,北京,外语教学与 研究出版社。
杨丽珠,1995年,《教育科学研究方法》,大连,辽宁师范大学出版社。
Allerson, G. and W. Grabe. 1986. Reading assessment. In Teaching second language reading for academic purposes, Eds.
Allport, G.W. 1935. Attitudes in C. Muchison (ed.) Handbook of social psychology, Worcester, MA: Clark University Press.——1937. Personality: A Psychological Interpretation New York: Henry Holt & Co.——1954. the historical background of modern social psychology, In Lindzey, G. (ed.) Handbook of social Psychology, Cambridge, Mass: Addison, wesley; 3-56
Asher, J. 1988. Learning another language through actions: The complete teacher's guidebook, (3rd ed.), Los Gatos, CA: Sky Oaks Productions. Bachman, L. F. and Palmer, A, S. 1989. The construct validity of self-ratings of communicative language ability. Language Testing, 6,14-29
Baker, C.1992. Attitudes and Language. Clevedon, Avon: Multilingual Matters.
Bern, D.J.1968. Attitudes as self-descriptions: Another look at the attitude behavior link In A.G. Greenwald, T.C. Brock & T.M.Ostrom (eds.) Psychological Foundations of Attitudes, New York: Academic Press
Blanche, P. 1988. Self-assessment of foreign language skills: Implications for teachers and resources. RELC Journal, 19, 1, pp. 75-93.
Blanche, P. and Merino, B.J. 1989. Self-assessment of foreign language skills: implications for teachers and researchers. Language Learning, 39 (3), 313-34
Brian.K. Lynch, 2001 Language Program Evaluation Theory and Prachze, Cambridge Universities Press.
Brown, J. D. ed.1998. New ways of classroom assessment. Alexandria, VA: TESOL.
Brown, J. D. and T. Hudson. 1998. The alternatives in language assessment. TESOL Quarterly, 32, 4, pp. 653-675.
Dickinson, L.1987. Self-instruction in Language Learning, Cambridge University Press
Ediger,M, 1993. Approaches to measurement and evaluation. Studiesin Educational Evaluation, 19(1), 41-49
Edwards, J.R.1982. Language attitudes and their implications among English speakers. In B.B. Ryan & H.Giles (eds.) Attitudes towards Language Variation, London: Edward Arnold: 20-23.
Eurasian, P. (1991). Using Assessment Information. In P. Airasian (Ed.) Classroom Assessment (pp.409-424). New York: McGraw-Hill
Fasold, R.W. 1984. The Sociolinguistic of society, Oxford: Basil Blackwell. Fazio, R.H. 1986.How do attitudes guide behavior? In Sorrentino and Higgins.
Fradd, S. and S. Hudelson. 1995. Alternative assessment: A process that promotes Collaboration and reflection. TESOL Journal, 5, 1, p. 5.
Gardner, R.C. 1979. Social psychological aspects of second language acquisition. In Giles, H. And St. Clair, R. (eds.) Language and Social Psychology. Oxford: Basil Blackwell: 193-220.——1985a. Social Psychology and Second Language Learning: The role of Attitudes and Motivation London: Arnold.——1985b. The Attitude Test Battery, Technical Report, London, University of Western Ontario.——Lalonde, R.N., & Moorcroft, R. 1985b. The role of attitude and motivation in second language learning: co-relational and experimental considerations. Language Learning 35/2: 207-227——& Macintyre, P.D.1993. A Student's contributions to second-language Learning. Part II : Affective variables. Language Teaching, 26:1-11
Genesee, F. and Upshur, John A (1998) Classroom-based Evaluation in Second Language Evaluation. In J.C.Richards (Ed.) Cambridge University Press.
Kassim Shaban, 2001, Assessment of Young Learners; English Teaching Forum Vol39 No4, October-December, 2001.
Katz, L. 1997. A developmental approach to assessment of young children. ERIC Digest. ED407172. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Kelner, L. B. 1993. The creative classroom: A guide for using creative drama in the classroom, Pre K-6. Portsmouth, NH: Heinemann.
Knowles, M. 1975 Self-directed learning, New York: Association Press
Krashen, S. 1982. Principles and practices in second language acquisition. Oxford: Pergamon.
Krashen, S. D. and T. Terrell. 1983. The natural approach: Language acquisition in the classroom. Englewood Cliffs, NJ: Alemany Press.
James Dean Brown The Elements of Language Curriculum: A Systematic Approach to Program Development. Program Evaluation, Foreign Language Teaching and Research Press
Leng,H- 1996. New bottles Old wine: Communicative Language teaching in China. English Teaching. Forum, October: 38-40
McNamara, M.J.and D.Deane.1995. Self-assessment activities: Towards autonomy in language learning. TESOL Journal, 5, 1, pp. 17-21.
Michael P. Breen and Andrew Littlejohn, 2002. Classroom decision-making, Cambridge University Press
Murphy D.F. (1985) Evaluation in Language Teaching Assessment, Accountability and Awareness. In C.J. Alderson (ed) Evaluation (pp. 1-18). Oxford: Paragons Press
Murphy, T. 1994/1995. Tests: Learning through negotiated interaction. TESOL Journal, 4, 2, pp. 12-16.
Naiman, N., Frohlich, M., Stern, H.H., & Todesco, A. 1978. The good language Learner (Research in Education Series No.7). Toronto: Ontario Institute for Studies in Education.
Olsen, R.E. W-B. 1996. Classroom questioning, classroom talk. Handouts given at The American University of Beirut ESL Workshop held in Larnaca, Cyprus. ——1992.Cooperative learning and social studies. In Cooperative language Learning: A teacher's resource book, ed. C. Kessler. Englewood Cliffs, NJ: Prentice Hall Regents.
O'Neil, J. 1992. Putting performance assessment to the test. Educational Eldership, 49, 8, pp. 14-19.
Oscarsson, M. (1978). Approaches to self-assessment in Foreign Language Learning. Strasbourg Council of Europe ——1989. Self-assessment of language proficiency: Rationale and applications. Language Testing, 6, 1-13
Peyton, J.K. and L. Reed. (1990), Dialogue journal writing with non-native English speakers: A handbook for teachers. Alexandria, Vi: TESOL.
Pierce, L. V. and J. M. O'Malley. 1992. Performance and portfolio assessment for Language minority students. Washington, DC: National Clearinghouse for Bilingual Education.
Puhl, A. (1997) Classroom Assessment English Teaching Form.
Rea-Dickens, P. and S. Rixon. 1997. The assessment of young learners of English as foreign language. language testing and assessment, Eds.C.Clapham and D.Carson.The Netherlands: Kluwer Academic Publishers.
Rixon, S. 1992. English and other languages for younger children. Language Teaching, 25, 2, pp. 73-79.
Secord, P. & Backman, C.1964. Social Psychology. New York: McGraw-Hill.
Smith, K. 1996. Assessing and testing young learners: Can we? Should we? In Entry points: Papers from a symposium of the research, testing, and young Learner's special interest groups, ed. D. Allen. Kent, England: IATEFL.
--1991. Correlation Between teacher evaluation and students' self-evaluation in EFL . Paper presented at the EARLI Conference, Turku.
Stevick, E. 1990. Humanism in language teaching: A critical perspective. Oxford: Oxford University Press.
Tannenbaum, J. 1996. Practical ideas on alternative assessment for ESL students. ERIC Digest. ED395500, Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
Tremblay, P.E.& R.C. Garner, 1995. Expanding the Motivation Construct in Language Learning. The Modem Language Journal, 79(4) : 505-18
--& Lambert,W. 1959. Motivational. Variables, in second language acquisition. Canadian Journal of Psychology 13: 266-272
Williams 1994. Motivation in foreign and second language learning: an interactive perspective. Educational Psychology Preview. Vol.6; 49-78
Wolf, D.P. 1989. Portfolio assessment: Sampling student work Educational Leadership, 46, pp. 35-39.
Woodword, H, 1993, Negotiated evaluation. Newton, NSW: Primary English Teachers' Association
Website: Portfolios: http:// www. Teachersworkshop.comltwshop/ portfolio.html Classroom assessment: http://ocmail. Sjsu.edumain.edit 186menu
成晓光,2002, 对我国英语课程标准的思考,《外语与外语教学》 第五期:23-30
刘润清,胡壮麟2000年,《外语教学中的科研方法》, 北京,外语教 学与研究出版社。
罗少茜, 2003,《英语课堂教学形成性评价研究》,北京,外语教学与 研究出版社。
杨丽珠,1995年,《教育科学研究方法》,大连,辽宁师范大学出版社。