理工科大学生学术英语听说课程电子档案袋评价模式探索
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摘要
学术英语近年来受到持续关注,但研究学术英语听说及评价方法的学者较少。本文回顾了国内外学术英语及档案袋/电子档案的相关文献后,发现在学术听说课程内使用电子档案袋是较合适且可行的评价手段。基于世界三类主流档案袋评价模式,笔者尝试在所在高校的教学网络平台上构建该课程的电子档案袋评价模型,以期提升理工科学生的学术英语听说能力。
Recently,ongoing research has been focused on English for Academic Purposes( EAP). However,less attention has been paid to Academic Listening & Speaking and its evaluation. Through reviewing studies on EAP and portfolio/e-portfolio home and abroad,the authors assume e-portfolio is a proper and feasible evaluation approach for Academic English Listening & Speaking Course. Therefore,an e-portfolio assessment model is designed with reference to three main portfolios global wide and incorporated into the self-constructed teaching-and-learning platform of the related course in order to improve the performance of Chinese Science & Engineering majors and increase their learning motivation.
Recently,ongoing research has been focused on English for Academic Purposes( EAP). However,less attention has been paid to Academic Listening & Speaking and its evaluation. Through reviewing studies on EAP and portfolio/e-portfolio home and abroad,the authors assume e-portfolio is a proper and feasible evaluation approach for Academic English Listening & Speaking Course. Therefore,an e-portfolio assessment model is designed with reference to three main portfolios global wide and incorporated into the self-constructed teaching-and-learning platform of the related course in order to improve the performance of Chinese Science & Engineering majors and increase their learning motivation.
引文
[1]Abbaszad-Tehrani F.Using Net-folio to Improve Writing Skills[D].Gazi University,2010.
[2]Abdous M,Camerena M M&Facer B R.MALL technology:Use of academic podcasting in the foreign language classroom[J].Re CALL,2009,(1):76-95.
[3]Aliweh A M.The effect of electronic portfolios on promoting Egyptian EFL college students'writing competence and autonomy[J].Asian EFL Journal,2011,(2):90-133.
[4]Barrett N E&Liu G Z.Global trends and research aims for English academic oral presentations changes,challenges,and opportunities for learning technology[J].Review of Educational Research,2016,(4):1227-1271.
[5]Bashook P G,Gelula M H,Joshi M&Sandlow L J.Impact of student reflective e-portfolio on medical student advisors[J].Teaching and Learning in Medicine,2008,(1):26-30.
[6]Batson T.The electronic portfolio boom:What's it all about?[J].Campus Technology,2002,(5):1-12.
[7]Biber D&Barbiebri F.Lexical bundles in university spoken and written registers[J].English for Specific Purposes,2007,(3):263-286.
[8]Bj9rkman B.So you think you can ELF:English as a lingua franca as the medium of instruction[J].HERMES-Journal of Language and Communication in Business,2010,(2):77-99.
[9]Bloch J.Technology and English for specific purposes[A].In Paltridge B&Starfield S(Eds.).The Handbook of English for Specific Purposes[C].Chichester,UK:John Wiley&Sons Ltd,2012.385-401.
[10]Bolliger D U&Shepherd C E.Student perceptions of e-portfolio integrating in online courses[J].Distance Education,2010,(3):295-314.
[11]Cepik S&Yastibas A E.The use of e-portfolio to improve English speaking skill of Turkish EFL learners[J].Anthropologist,2013,(1):307-317.
[12]Coleman J A.English-medium teaching in European higher education[J].Language Teaching,2006,(1):1-14.
[13]Cortes V.Lexical bundles in published and student disciplinary writing:Examples from history and biology[J].English for Specific Purposes,2004,(4):397-423.
[14]Crawford-Camiciottoli B.Adjusting a business lecture for an international audience:A case study[J].English for Specific Purposes,2005,(2):183-199.
[15]Dalton J C.Concluding observations and implications of e-portfolios for student affairs leadership and programming[J].New Directions for Student Services,2007,(3):99-106.
[16]Dawn S,Smith M J,Peterson S,Cone C,Salazar K,Bond R&Godwin D.Electronic portfolios:Questions,implementation,and lessons learned in a doctor of pharmacy program[J].Currents in Pharmacy Teaching and Learning,2011,(3):164-170.
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[21]Gonzalez J A.Promoting students'autonomy through the use of the European Language Portfolio[J].ELTJournal,2009,(4):373-382.
[22]Huang H T D&Hung S T A.Implementing electronic speaking portfolios:Perceptions of EFL Students[J].British Journal of Educational Technology,2010,(5):84-88.
[23]Huhta M.Language and Communication for Professional Purposes:Needs Analysis Methods in Industry and Business and Their Yield to Stakeholders[D].Helsinki University of Technology,Helsinki,Finland,2010.
[24]Jenkins J.Accommodating(to)ELF in the international university[J].Journal of Pragmatics,2011,(4):926-936.
[25]Jordan R R.English for Academic Purposes[M].Cambridge:Cambridge University Press,1997.
[26]Kao S M&Wang D P.The impacts of globalization on assessing oral presentation[A].In Tsou W&Kao S M(Eds.).Towards a New Paradigm for Teaching and Learning Higher Education in Taiwan[C].Taipei:Bookman Books,2013.85-108.
[27]Kocoglu Z.Turkish EFL student teachers'perceptions on the role of electronic portfolios in their professional development[J].The Turkish Online Journal of Educational Technology,2008,(3):71-79.
[28]Laborda J G.Revisiting materials for teaching languages for specific purposes[J].Southeast Asian Journal of English Language Studies,2011,(1):102-112.
[29]Lin Q.Preservice teachers'learning experiences of constructing e-portfolios online[J].Internet and Higher Education,2008,(11):194-200.
[30]Liu G Z,Chiu W Y,Lin C C&Barrett N E.English for scientific purposes(ESc P):Technology,trends,and future challenges for science education[J].Journal of Science Education and Technology,2014,(6):827-839.
[31]Lo Y.Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan[J].Language Teaching Research,2010,(1):77-95.
[32]Mauranen A,Hynninen N&Ranta E.English as an academic lingua franca:The ELFA project[J].English for Specific Purposes,2010,(3):183-190.
[33]Nickerson C.English for specific purposes and English as a lingua franca[A].In Paltridge B&Starfield S(Eds.).The Handbook of English for Specific Purposes[C].Chichester,UK:John Wiley&Sons Ltd,2012.446-460.
[34]Nunes A.Portfolios in the EFL classroom:Disclosing an informed practice[J].ELT Journal,2004,(4):327-335.
[35]Reese M&Levy R.Assessing the future:E-portfolio trends,uses,and options in higher education[J].ECARResearch Bulletin,2009,(4):1-12.
[36]Rhodes T L.Making learning visible and meaningful through electronic portfolios[J].Change:The Magazine of Higher Learning,2010,(1):6-13.
[37]Rowley-Jolivet E&Carter-Thomas S.Genre awareness and rhetorical appropriacy:Manipulation of information structure by native speaker and nonnative speaker scientists in the international conference setting[J].English for Specific Purposes,2005,(1):41-64.
[38]Schmitz C C,Whitson B A,Heest A V&Maddaus M A.Establishing a usable electronic portfolio for surgical residents:Trying to keep it simple[J].Journal of Surgical Education,2010,(1):14-18.
[39]Shepherd C E&Bolliger D U.The effects of electronic portfolio tools on online students'perceived support and cognitive load[J].The Internet and Higher Education,2011,(3):142-149.
[40]Soler V.Comparative and contrastive observations on scientific titles written in English and Spanish[J].English for Specific Purposes,2011,(2):124-137.
[41]Song B&August B.Using portfolios to assess the writing of ESL students:A powerful alternative?[J].Journal of Second Language Writing,2002,(1):49-72.
[42]Thomas S&Jolivet E.If conditionals in medical discourse:From theory to disciplinary practice[J].Journal of English for Academic Purpose,2008,(7):191-205.
[43]Yang N.Integrating portfolios into learning strategy-based instruction for EFL college students[J].International Review of Applied Linguistics in Language Teaching,2003,(4):293-317.
[44]Yastibas A E&Cepik S.Teachers'attitudes toward the use of e-portfolios in speaking classes in English language teaching and learning[J].Procedia-Social and Behavioral Sciences,2015,(12):514-525.
[45]Weigle S C.Assessing Writing[M].Cambridge:Cambridge University Press,2002.
[46]Zareva A.Informational packaging,level of formality,and the use of circumstance adverbials in L1 and L2student academic presentations[J].Journal of English for Academic Purposes,2009,(8):55-68.
[47]边克攀.档案袋评估在大学英语写作教学中的应用[J].重庆科技学院学报,2010,(5):201-202.
[48]蔡基刚.“学术英语”课程需求分析和教学方法研究[J].外语教学理论与实践,2012,(2):30-35,96.
[49]蔡基刚.学业用途英语、学术用途英语及优质外语教育[J].外语电化教学,2014,(3):3-8.
[50]蔡基刚,陈宁阳.高等教育国际化背景下的专门用途英语需求分析[J].外语电化教学,2013,(5):3-9.
[51]蔡基刚,廖雷朝.国家外语能力需求与大学外语教育规划[J].云南师范大学学报(哲学社会科学版),2014,(1):15-21.
[52]陈旭红.成长档案袋应用于大学英语写作的实证研究[J].湖南科技学院学报,2009,(5):192-194.
[53]黄纪针.国外档案袋评价应用和研究述评[J].解放军外国语学院学报,2012,(6):46-52.
[54]金磊.学术英语背景下的大学英语听说教学[J].宁波教育学院学报,2015,(6):54-56,69.
[55]李兵绒.大学英语口语教学中形成性评估的应用[J].山西师大学报(社会科学版),2008,(6):146-148.
[56]刘红婵.理工科硕士研究生学术英语需求分析---生态路径[D].济南大学,2013.
[57]刘军显.基于档案袋的大学英语写作评价[J].考试周刊,2007,(26):74-76.
[58]刘芹,胡银萍.理工科大学生英语口语教学需求调查研究[J].西安外国语大学学报,2010,(1):86-89.
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(1)外语课堂档案袋由美国华盛顿大学国家语言资源中心于2001年提出,该评价框架与教学高度相关,可多方面评价学习者;欧洲语言档案袋由欧洲委员会语言政策司创建,由语言护照、语言传记和档案材料三部分组成;世界语言档案袋是美国国家外语督察委员会参照ELP开发的电子评价模式,适用于多个语言能力标准。
[2]Abdous M,Camerena M M&Facer B R.MALL technology:Use of academic podcasting in the foreign language classroom[J].Re CALL,2009,(1):76-95.
[3]Aliweh A M.The effect of electronic portfolios on promoting Egyptian EFL college students'writing competence and autonomy[J].Asian EFL Journal,2011,(2):90-133.
[4]Barrett N E&Liu G Z.Global trends and research aims for English academic oral presentations changes,challenges,and opportunities for learning technology[J].Review of Educational Research,2016,(4):1227-1271.
[5]Bashook P G,Gelula M H,Joshi M&Sandlow L J.Impact of student reflective e-portfolio on medical student advisors[J].Teaching and Learning in Medicine,2008,(1):26-30.
[6]Batson T.The electronic portfolio boom:What's it all about?[J].Campus Technology,2002,(5):1-12.
[7]Biber D&Barbiebri F.Lexical bundles in university spoken and written registers[J].English for Specific Purposes,2007,(3):263-286.
[8]Bj9rkman B.So you think you can ELF:English as a lingua franca as the medium of instruction[J].HERMES-Journal of Language and Communication in Business,2010,(2):77-99.
[9]Bloch J.Technology and English for specific purposes[A].In Paltridge B&Starfield S(Eds.).The Handbook of English for Specific Purposes[C].Chichester,UK:John Wiley&Sons Ltd,2012.385-401.
[10]Bolliger D U&Shepherd C E.Student perceptions of e-portfolio integrating in online courses[J].Distance Education,2010,(3):295-314.
[11]Cepik S&Yastibas A E.The use of e-portfolio to improve English speaking skill of Turkish EFL learners[J].Anthropologist,2013,(1):307-317.
[12]Coleman J A.English-medium teaching in European higher education[J].Language Teaching,2006,(1):1-14.
[13]Cortes V.Lexical bundles in published and student disciplinary writing:Examples from history and biology[J].English for Specific Purposes,2004,(4):397-423.
[14]Crawford-Camiciottoli B.Adjusting a business lecture for an international audience:A case study[J].English for Specific Purposes,2005,(2):183-199.
[15]Dalton J C.Concluding observations and implications of e-portfolios for student affairs leadership and programming[J].New Directions for Student Services,2007,(3):99-106.
[16]Dawn S,Smith M J,Peterson S,Cone C,Salazar K,Bond R&Godwin D.Electronic portfolios:Questions,implementation,and lessons learned in a doctor of pharmacy program[J].Currents in Pharmacy Teaching and Learning,2011,(3):164-170.
[17]Driessen E W,Muijtjens A,Tartwijk J V&Vleuten C V.Web-or paper-based portfolios:Is there a difference?[J].Medical Education,2007,(11):1067-1073.
[18]Erice D.The Impact of E-portfolio on the Writing Skills of Foreign Language Learners Studying at Abant Izzet Baysal University Basic English Program[D].Gazi University,2008.
[19]Gerbic P,Lewis L&Amin N M.Student perspectives of e-portfolios:Change over four semesters[A].In Williams G,Statham P,Brown N&Cleland B(Eds.).Proceedings of ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference[C].Hobart:Australasian Society for Computers in Learning in Tertiary Education,2011.423-436.
[20]Goldsmith D J.Enhancing learning and assessment through e-portfolios:A collaborative effort in Connecticut[J].New Directions for Student Services,2007:31-42.
[21]Gonzalez J A.Promoting students'autonomy through the use of the European Language Portfolio[J].ELTJournal,2009,(4):373-382.
[22]Huang H T D&Hung S T A.Implementing electronic speaking portfolios:Perceptions of EFL Students[J].British Journal of Educational Technology,2010,(5):84-88.
[23]Huhta M.Language and Communication for Professional Purposes:Needs Analysis Methods in Industry and Business and Their Yield to Stakeholders[D].Helsinki University of Technology,Helsinki,Finland,2010.
[24]Jenkins J.Accommodating(to)ELF in the international university[J].Journal of Pragmatics,2011,(4):926-936.
[25]Jordan R R.English for Academic Purposes[M].Cambridge:Cambridge University Press,1997.
[26]Kao S M&Wang D P.The impacts of globalization on assessing oral presentation[A].In Tsou W&Kao S M(Eds.).Towards a New Paradigm for Teaching and Learning Higher Education in Taiwan[C].Taipei:Bookman Books,2013.85-108.
[27]Kocoglu Z.Turkish EFL student teachers'perceptions on the role of electronic portfolios in their professional development[J].The Turkish Online Journal of Educational Technology,2008,(3):71-79.
[28]Laborda J G.Revisiting materials for teaching languages for specific purposes[J].Southeast Asian Journal of English Language Studies,2011,(1):102-112.
[29]Lin Q.Preservice teachers'learning experiences of constructing e-portfolios online[J].Internet and Higher Education,2008,(11):194-200.
[30]Liu G Z,Chiu W Y,Lin C C&Barrett N E.English for scientific purposes(ESc P):Technology,trends,and future challenges for science education[J].Journal of Science Education and Technology,2014,(6):827-839.
[31]Lo Y.Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan[J].Language Teaching Research,2010,(1):77-95.
[32]Mauranen A,Hynninen N&Ranta E.English as an academic lingua franca:The ELFA project[J].English for Specific Purposes,2010,(3):183-190.
[33]Nickerson C.English for specific purposes and English as a lingua franca[A].In Paltridge B&Starfield S(Eds.).The Handbook of English for Specific Purposes[C].Chichester,UK:John Wiley&Sons Ltd,2012.446-460.
[34]Nunes A.Portfolios in the EFL classroom:Disclosing an informed practice[J].ELT Journal,2004,(4):327-335.
[35]Reese M&Levy R.Assessing the future:E-portfolio trends,uses,and options in higher education[J].ECARResearch Bulletin,2009,(4):1-12.
[36]Rhodes T L.Making learning visible and meaningful through electronic portfolios[J].Change:The Magazine of Higher Learning,2010,(1):6-13.
[37]Rowley-Jolivet E&Carter-Thomas S.Genre awareness and rhetorical appropriacy:Manipulation of information structure by native speaker and nonnative speaker scientists in the international conference setting[J].English for Specific Purposes,2005,(1):41-64.
[38]Schmitz C C,Whitson B A,Heest A V&Maddaus M A.Establishing a usable electronic portfolio for surgical residents:Trying to keep it simple[J].Journal of Surgical Education,2010,(1):14-18.
[39]Shepherd C E&Bolliger D U.The effects of electronic portfolio tools on online students'perceived support and cognitive load[J].The Internet and Higher Education,2011,(3):142-149.
[40]Soler V.Comparative and contrastive observations on scientific titles written in English and Spanish[J].English for Specific Purposes,2011,(2):124-137.
[41]Song B&August B.Using portfolios to assess the writing of ESL students:A powerful alternative?[J].Journal of Second Language Writing,2002,(1):49-72.
[42]Thomas S&Jolivet E.If conditionals in medical discourse:From theory to disciplinary practice[J].Journal of English for Academic Purpose,2008,(7):191-205.
[43]Yang N.Integrating portfolios into learning strategy-based instruction for EFL college students[J].International Review of Applied Linguistics in Language Teaching,2003,(4):293-317.
[44]Yastibas A E&Cepik S.Teachers'attitudes toward the use of e-portfolios in speaking classes in English language teaching and learning[J].Procedia-Social and Behavioral Sciences,2015,(12):514-525.
[45]Weigle S C.Assessing Writing[M].Cambridge:Cambridge University Press,2002.
[46]Zareva A.Informational packaging,level of formality,and the use of circumstance adverbials in L1 and L2student academic presentations[J].Journal of English for Academic Purposes,2009,(8):55-68.
[47]边克攀.档案袋评估在大学英语写作教学中的应用[J].重庆科技学院学报,2010,(5):201-202.
[48]蔡基刚.“学术英语”课程需求分析和教学方法研究[J].外语教学理论与实践,2012,(2):30-35,96.
[49]蔡基刚.学业用途英语、学术用途英语及优质外语教育[J].外语电化教学,2014,(3):3-8.
[50]蔡基刚,陈宁阳.高等教育国际化背景下的专门用途英语需求分析[J].外语电化教学,2013,(5):3-9.
[51]蔡基刚,廖雷朝.国家外语能力需求与大学外语教育规划[J].云南师范大学学报(哲学社会科学版),2014,(1):15-21.
[52]陈旭红.成长档案袋应用于大学英语写作的实证研究[J].湖南科技学院学报,2009,(5):192-194.
[53]黄纪针.国外档案袋评价应用和研究述评[J].解放军外国语学院学报,2012,(6):46-52.
[54]金磊.学术英语背景下的大学英语听说教学[J].宁波教育学院学报,2015,(6):54-56,69.
[55]李兵绒.大学英语口语教学中形成性评估的应用[J].山西师大学报(社会科学版),2008,(6):146-148.
[56]刘红婵.理工科硕士研究生学术英语需求分析---生态路径[D].济南大学,2013.
[57]刘军显.基于档案袋的大学英语写作评价[J].考试周刊,2007,(26):74-76.
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(1)外语课堂档案袋由美国华盛顿大学国家语言资源中心于2001年提出,该评价框架与教学高度相关,可多方面评价学习者;欧洲语言档案袋由欧洲委员会语言政策司创建,由语言护照、语言传记和档案材料三部分组成;世界语言档案袋是美国国家外语督察委员会参照ELP开发的电子评价模式,适用于多个语言能力标准。