动态评估——语言能力评估的新思路  

Dynamic Assessment:A New Perspective on Language Assessment

作　　者：高思畅 王建勤[2] Gao Sichang;Wang Jianqin(Center for Postdoctoral Studies, Shanghai International Studies University, Shanghai 200083, China;Center for Studies of Chinese as a Second Language and Culture University, Beijing 100083, China)

机构地区：[1]上海外国语大学博士后科研流动站,上海200083 [2]北京语言大学对外汉语研究中心,北京100083

出　　处：《华文教学与研究》2018年第2期1-12,共12页TCSOL Studies

基　　金：国家社科基金重点项目:"汉语二语口语能力习得与高效率教学模式研究"(12AZD113);中国博士后基金面上资助项目:"汉语作为第二语言学习者口语韵律能力的评估"(2017M621516)~~

摘　　要：动态评估理论认为,对学习者语言能力的评估不是静态的、单一的结果,而是评估与发展的结合。动态评估的结果可以体现学习者的发展潜力、学习的迁移能力等多方面的状态,而不只是一个静态的测量分数。因此,不同于传统心理测量学方法,动态评估更强调学习者的发展潜力,即学习者现有水平和学习者通过专家、计算机等帮助调节下可以达到的水平之间的发展程度。自1997年社会学转向开端,动态评估已经被广泛地运用于特殊教育、学科教育、心理诊断以及心理康复领域,动态评估在语言评估与测试领域也越来越受到学者、测试开发人员以及教师的关注,然而,在汉语作为第二语言评估领域却鲜有研究。和动态评估相关的已有研究和理论评述中,大多将动态评估认为是另一种形式的形成性评估或档案袋评估,这是对动态评估理论基础与实施方式的误解。动态评估植根于Vygotsky的社会文化理论,本文首先从社会文化理论的视角来解读第二语言能力发展的本质,阐释动态评估的理论构建过程,并通过对动态评估和与之相关的其他重要理论的梳理,解读动态评估的真正内涵。通过对比动态评估和基于心理测量学的传统评估方式,总结动态评估的具体实施方式,以期为汉语作为第二语言研究者和教学实践者提供评估语言能力的新思路。Dynamic assessment （DA） is rooted in the sociocultural framework outlined by the psychologist L. S. Vygotsky and his colleagues. Contrary to the innatist view, sociocultural theory considers human cognition as developing with the ongoing in- teraction between the individual and with the environment. Instead of giving a static score, DA distinguishes itself from other approaches by maintaining that the unification of development and assessment during the assessment procedure is crucial to understanding learners＇ abilities and for promoting development during the assessment process itself. Unlike traditional psycho- metric tools, DA lays emphasis on learners＇ development potential implied by the difference between learner＇s independent performance and the performance which the learner can achieve with the assistance of an expert or a computer. Ever since the 1997 social turn, DA has been widely applied in education and psychology whereas in the second language assessment area it has received scant attention. The present paper outlines the theoretical framework for the application of dynamic assessment procedures to second language assessment and pedagogy by reinterpreting the concept of second language ability from the per- spective of soeiocultural theory. The paper concludes with a discussion of the criticisms leveled against DA and makes some suggestions for further research on DA＇s potential contributions to language assessment.

关 键 词：社会文化理论 动态评估 语言能力评估 汉语作为第二语言 

分 类 号：H195.3[语言文字—汉语]