口语能力测试中的互动研究  

作　　者：栾岚[1] 袁菲[1] 辛丹[1] 

机构地区：[1]哈尔滨工程大学外语系,黑龙江哈尔滨150001

出　　处：《高教学刊》2020年第1期68-70,共3页Journal of Higher Education

基　　金：黑龙江省教育科学“十三五”规划2017年度课题“认知诊断视角下的英语听力模型构建研究”(编号:GBD1317117);中央高校基本科研业务费专项资金项目“大学生写作能力评估体系研究”(编号:3072019CFW1203);中央高校基本科研业务费专项资金项目“中国大学生英语口语能力诊断性评分量表的构建研究”(编号:HEUCFW181206);黑龙江省经济社会发展重点研究课题(外语学科专项)“从认知诊断到动态干预的英语听力模型构建研究”(编号:WY2018028-A)的阶段性成果。

摘　　要：文章从社会文化理论的视角分别研究外语学习者在口语能力测试中与同伴的互动和与考官的互动。研究对象分别参与这两种测试,两种测试的题目都是讨论题且有类似的口语提示。定量数据分析结果表明,学生在考试中和同伴互动的口语成绩总体上高于考生和考官互动所得的成绩。定性分析则表明学生在和同伴互动的口语考试中表现更为突出,配对式的口语考试形式更有助于激发考生之间的互动、意义的协商及更为复杂的口语产出。From the sociocultural theory perspective,this paper studies the interactions of EFL test-takers in oral proficiency testvia two test forms:one in which they interacted with examiners and the other in which they interacted with their partners.All test-takers participated in both test forms involving a discussion with comparable speaking prompts.Both qualitative and quantitative methods were used to analyze the data.The quantitative analysis shows that the test-takers gained higher scores interacting with their partners than with examiners in the oral proficiency test.Qualitative data indicates that students performed better when interacting with their partners in oral proficiency test and the paired testing form resulted in more interaction,negotiation of meaning and more complex output.

关 键 词：互动 口语能力测试 配对形式 社会文化理论 

分 类 号：G642[文化科学—高等教育学]