非英语专业学习者英语听力教学中的干预-互动综合动态评估研究  

Dynamic Assessment of Non-English Majors’English Listening Teaching Based on Interventionist and Interactionist Integrated Mode

作　　者：泰中华[1] 王硕 TAI Zhonghua;WANG Shuo(School of English Studies,Dalian University of Foreign Languages,Dalian 116044,China)

机构地区：[1]大连外国语大学英语学院,辽宁大连116044

出　　处：《浙江外国语学院学报》2021年第4期58-64,共7页Journal of Zhejiang International Studies University

基　　金：辽宁省社会科学规划基金项目“高校学术英语学习导向测评模式构建研究”(L19BYY024);大连外国语大学研究生创新立项课题“基于干预与互动综合模式的大学生英语听力动态评估研究”(YJSCX2021-068)。

摘　　要：为了验证干预-互动综合动态评估在非英语专业学习者英语听力教学中的有效性,本研究通过听力测试和访谈,对我国某外语类高校非英语专业一年级两个班55名学习者开展了实证研究。对实验班和对照班听力水平测试的定量分析表明,与干预式动态评估相比,干预-互动综合动态评估更有助于显著提高学习者的英语听力水平。访谈结果显示,干预-互动综合动态评估的有效性得到了学习者的总体认可,该模式的作用主要体现在扩充英语词汇和语法知识、增强英语听力策略运用能力、提升英语听力自信心、改善英语语音面貌等方面。In order to verify the effectiveness of interventionist-interactionist integrated dynamic assessment(DA)in English listening teaching,this study conducted an empirical study on 55 first-year non-English majors from two classes in a foreign language university in China through listening tests and interviews.The quantitative analysis shows that,compared with the interventionist DA,the interventionist-interactionist integrated DA is more helpful to improve learners’English listening proficiency.The results of interviews show that the effectiveness of interventionist-interactionist integrated DA has been generally approved by learners.The functions are mainly reflected in such facets as expanding vocabulary and grammar knowledge,enhancing listening strategy application capability,lifting listening self-confidence,and improving English language phonetic profile.

关 键 词：社会文化理论 干预-互动综合动态评估 外语教学 英语听力 

分 类 号：H319.3[语言文字—英语]