基于互动式动态评估的英语听力推理能力微观发生研究  

The micro-genetic development of English listening inferential ability based on interactionist approach

作　　者：耿雪 孟亚茹[1] Geng Xue;Meng Yaru

机构地区：[1]西安交通大学外国语学院 [2]西安邮电大学人文与外国语学院

出　　处：《西安外国语大学学报》2023年第2期68-74,共7页Journal of Xi’an International Studies University

基　　金：教育部考试院—英国文化教育协会联合资助项目“CSE3 in Rural Northwest China:Diagnosis and DynamicIntervention”(项目编号:EARG2020007);陕西省社科基金项目“基于城乡英语教育均衡发展的乡镇中学诊断评估与干预研究”(项目编号:2022K106);西安交通大学教改项目“基于认知诊断的大学英语水平测试试题质量历时研究”(项目编号:2245Y)的阶段性研究成果。

摘　　要：二语习得研究较少关注英语听力推理能力,对其微观发展的互动式动态评估研究更鲜有涉猎。本文基于互动式动态评估微观发生法,在六周中通过五轮干预,提取干预者的干预类型、四个大学生参与者的反应类型和互动对话文本等数据,检验其在提高英语听力推理能力方面的有效性。结果发现,干预后被试所需的干预频次减少,干预类型相对隐性;被试反应质量也有所提高,逐渐由他人调节转向自我调节。本文在国内较早通过干预的双向视角探索听力推理能力的微观发展,因此对推进基于过程数据的评估和听力推理研究均具有一定指导意义。English listening inferential ability hasn’t been sufficiently investigated in L2 listening subskills,and its empirical studies from the micro-genetic perspective in dynamic assessment(DA)receive far less attention than it deserves.Therefore,this study carries out five dynamic assessment sessions to four college EFL participants for six weeks in order to check their effectiveness in improving listening inferential development based on the micro-genetic data such as the mediator’s mediation typology,the participants’reciprocity typology and the excerpts of mediator-learner dialogues.Research findings suggest that the participants’mediational frequencies are greatly reduced and their mediation categories grow to be more implicit after mediation.In addition,participants’responsiveness gradually changes from other regulation to self-regulation,indicating their increasing independence and autonomy.This study is among the early attempts to carry out the micro-genetic development of listening inferential ability through bi-directional perspectives in China.This might be helpful in guiding the future studies on process-based dynamic assessment and listening inferential ability development.

关 键 词：动态评估 英语听力 推理能力 干预类型 反应类型 

分 类 号：H319[语言文字—英语]