提高EAP教学有效性的形成性评价实施策略——一项基于英国基尔大学ESL学生的个案研究  

Formative Assessment Implementation Strategies Applied in EAP Classroom to Improve English Learning Effectiveness:A Case Study of ESL Students in Keele University

作　　者：游晓玲[1] 

机构地区：[1]南京晓庄学院外国语学院,江苏南京210000

出　　处：《湖南第一师范学院学报》2014年第4期49-52,共4页Journal of Hunan First Normal University

摘　　要：英国基尔大学的个案分析展示了形成性评价在EAP课堂的实施情况,探索形成性评价的实施策略对促进ESL学生有效学习的积极作用。实证研究的理据建立在形成性评价理论、第二语言习得理论,以及EAP教学理论的基础之上。研究结果表明:及时有效的反馈讨论、对学生学习过程的多元评价方式,以及科学、合理和全面的课程测试等形成性评价策略的有效实施能促进学生达到预期学习目标,优化学生的学习效果。A case study in Keele University exploring formative assessment implementation strategies serves the purpose of supporting international students to learn English in EAP classroom. Formative assessment, L2 learning the-ories and EAP teaching theories provided the theoretical groundwork for conclusions that timing and effective feed-back discussion, diversified formative assessment on students’learning process, as well as scientific, reasonable and comprehensive course assessment are indispensable strategies to achieve students’English learning effectiveness.

关 键 词：形成评价 有效学习 策略 EAP教学 

分 类 号：H319[语言文字—英语]