EFL评估情境与课堂目标结构对有效教学的交互影响研究  

A study on the interactive effects of EFL assessment contexts and classroom goal structures on effective teaching

作　　者：周小兰[1] 董艳灵 田庆强[1] ZHOU Xiaolan;DONG Yanling;TIAN Qingqiang

机构地区：[1]山东大学外国语学院,山东济南250100

出　　处：《外语界》2024年第3期59-67,共9页Foreign Language World

基　　金：山东省本科教学改革研究重点项目“基础学科拔尖生中华文化传播英语教材建设与教改实践”(编号Z2022113);山东省社科规划项目“动机视角下外语人才核心素养的培养路径研究”(编号23CYYJ13);山东大学2023年教育教学改革项目“中华优秀传统文化英文解读课程思政资源应用研究”(编号2023Y274)的部分成果。

摘　　要：本研究基于学习者情境感知视角,考察大学英语教学评估情境与课堂目标结构对有效教学的交互作用。基于非英语专业1 533名大学生样本数据的实证结果表明,发展评估取向正向预测有效教学,而竞争评估取向对有效教学不具有预测力。课堂目标结构与评估情境对有效教学呈现显著的交互作用:课堂学习目标强化了发展评估取向对有效教学的积极效用,扭转了竞争评估取向的潜在负面效应;课堂成绩目标弱化了发展评估取向的积极效用,未能扭转竞争评估取向的负面效应。研究结果能为外语教师借助课堂主客观情境提升教学有效性带来启示。From the perspective of learners'situational perception,this study investigates the effects of interaction between college English assessment contexts and classroom goal structures on effective teaching(ET).The empirical results based on a sample data of 1533 college non-English majors indicate that the perceived developmental purpose(PDP)positively predicts ET,while the perceived competitive purpose(PCP)has no predictive effect on ET.Significant interactive effects between classroom goal structures and assessment contexts are found to exert on ET.Specifically,the classroom learning goal strengthens the positive effects of PDP on ET and reverses the potential negative effects of PCP on ET;the classroom performance goal weakens the positive effects of PDP and maintains the negative effects of PCP.The results provide important pedagogical insights for EFL teachers to improve ET via subjective and objective classroom contexts.

关 键 词：评估情境 课堂目标结构 有效教学 大学英语 

分 类 号：H319[语言文字—英语]