动态评价对中国英语学习者自我效能感的影响  

The effect of the dynamic assessment on Chinese EFL learners’ self-efficacy

作　　者：贾莉 杨连瑞[1] 张文忠 Jia Li;Yang Lianrui;Zhang Wenzhong

机构地区：[1]中国海洋大学外国语学院 [2]南开大学

出　　处：《外语教学》2022年第1期50-56,共7页Foreign Language Education

基　　金：国家社会科学基金重点项目“中国英语学习者二语语用能力发展研究”(项目编号:17AYY023)的阶段性研究成果。

摘　　要：本研究以非英语专业大学生为研究对象,开展了听力动态评价实验教学,通过追踪实验前后学生的自我效能感和听力成绩的变化情况,旨在揭示动态评价对学习者自我效能感的影响。研究结果表明:(1)听力动态评价实验教学后,学习者的自我效能感显著提升;(2)听力动态评价实验教学对不同效能水平学习者的作用效果有差异,其中对中低效能学习者的影响效果显著,对高效能学习者的影响效果不明显;(3)学习者参与听力动态评价实验教学前后的自我效能感分别与同期听力成绩呈显著正相关且呈较强线性关系,并且学习者的前测自我效能感与后测听力成绩呈中度正相关且呈一定的线性关系。研究结果表明,动态评价实验教学有利于促进学习者自我效能感的发展,同时自我效能在一定程度上影响动态评价实验教学的作用效果。The present study carries out a listening course based on Dynamic Assessment(DA) to reveal the effect of DA on self-efficacy of Chinese non-English majors. The results show that: (1) the learners’ self-efficacy has been significantly improved after the listening course based on DA(Listening DA);(2) listening DA has a different impact on learners with different self-efficacy, among which, the effects on the medium and low self-efficacy are significant, but its effect on the high self-efficacy is not obvious;and (3) there is a significant positive correlation and a strong linear relationship between learners’ self-efficacy and their listening performance before and after the Listening DA, and there is a moderate positive correlation and a certain linear relationship between learners’ self-efficacy in the pre-test and their listening achievement in the post-test. The study not only lends support to the argument that DA can promote the development of learners’ selfefficacy, but also self-efficacy, to some extent, can influence the result of the DA.

关 键 词：听力动态评价实验教学 中国英语学习者 自我效能感 

分 类 号：H319[语言文字—英语]