计算机动态评估的二语发展嬗变和研究框架  

Research on Computerized L2 Dynamic Assessment:Development and Framework

作　　者：耿雪 孟亚茹[2] 杜文博[1] GENG Xue;MENG Yaru;DU Wenbo(Xi’an Jiaotong University;School of Foreign Studies,Xi'an Jiaotong University,Beilin District,Xi’an 710049,P.R.China;Xi’an University of Posts&Telecommunications)

机构地区：[1]西安交通大学 [2]西安交通大学外国语学院,陕西省西安市710049 [3]西安邮电大学

出　　处：《现代外语》2022年第1期126-136,共11页Modern Foreign Languages

基　　金：国家社科基金一般项目“构架从认知诊断到动态干预的英语听力模型”(16BYY096)的阶段性成果。

摘　　要：计算机动态评估(C-DA)源于社会文化理论,强调教学与评估一体化,近年来在国外二语发展领域引起了广泛关注,而国内相关研究寥寥无几。本文首先梳理了C-DA的核心概念,通过对近20年相关实证研究进行系统述评,发现C-DA的研究内容从宏观语言能力向微观语言能力过渡;干预方式趋于多元化,也更具针对性和科学性。同时指出其局限性,如干预提示的效度等。基于此,本文初步提出了C-DA的研究框架,并展望未来,以期为国内相关研究和发展提供借鉴。Grounded on Sociocultural Theory, computerized dynamic assessment(C-DA) distinguishes itself in the integration of teaching and assessment, which has aroused an inspiring interest in the domain of L2 teaching abroad. Relevant research at home, however, is still in its infancy. This paper begins with the introduction of the core concepts, followed by a comprehensive review and analysis pertaining to C-DA empirical studies across the past twenty years. The major findings of the review are as follows:(1) the research topics of C-DA are shifted from macro-linguistic competence to microlinguistic competence;(2) the mediation becomes more diversified, targeted, and justified;and(3)the applicability and effectiveness of C-DA is generally verified. Accordingly, the research framework and prospects of C-DA are proposed, along with the implications for future development.

关 键 词：计算机动态评估 二语发展 社会文化理论 研究框架 

分 类 号：H0-05[语言文字—语言学]