基于CSE的动态评估在口译元认知策略教学中的应用研究
刘晟 1刘芹1
作者信息
- 1. 上海理工大学外语学院,上海 200093
- 折叠
摘要
本研究依托《中国英语能力等级量表》(CSE)中口译策略量表设计自评互评表用于口译元认知策略教学.实验选取上海某高校两个口译课程班级,分为实验班和对照班,在实验班进行介入式动态评估干预,而对照班采用传统的非动态评估方式.自评结果和课堂观察均表明实验班学生在元认知策略使用意识和运用能力上均有所提升,在进步速度、整体性、协作配合和立场态度表达等方面表现更为突出;学期末的问卷调查显示实验班学生认可介入工具的有效性,并认同该模式可降低口译过程的焦虑情绪.本研究可促进口译教学中的以评促教和以评促学,对元认知策略教学和 CSE在外语教学中的应用具有一定借鉴意义.
Abstract
This study designs self-assessment and peer-assessment rubrics based on the interpreting strategy scale in China's Standards of English Language Ability(CSE)for the teaching of meta-cognitive strategies in interpretation.Two interpreting course classes from a university in Shanghai were selected for the experiment,with one class as the experimental class(EC)and the other as the control class(CC).EC received interventionist dynamic assessment while CC followed the traditional non-dynamic assessment approach.Results of self-assessment and classroom observation both showed that students in EC performed more prominently in tems of the awareness and capability of meta-cognitive strategy utilization,especially in speed,integrity,cooperation and stance expression.Moreover,results of the questionnaire survey at the end of the teaching experiment reflected that students of EC recognized the effectiveness of self-assessment as meditation and agreed that this mode could reduce anxiety in the interpreting process.This study can promote the application of assessment for teaching and learning in interpretation classes,providing valuable insights for meta-cognitive strategy instruction and the application of CSE in foreign language teaching.
关键词
《中国英语能力等级量表》/动态评估/元认知策略/口译Key words
China's Standards of English Language Ability/dynamic assessment/meta-cognitive strategies/interpretation引用本文复制引用
基金项目
上海市教委高层次人才项目(5123305001)
出版年
2024
NETL
NSTL
万方数据