课堂语言能力评价

课堂语言能力评价

图书基本信息
出版时间:2005-12
出版社:外语教学与研究出版社
作者:科恩
页数:394
书名:课堂语言能力评价
封面图片
课堂语言能力评价
内容概要
本书是一部介绍外语课堂教学中评价语言能力的理论与实践方法的应用语言学著作。作者Andrew D.Cohen 1965年大学本科毕业于哈佛大学,专修法国历史与文学;1971年在斯坦福大学获得文学硕士学位,专修语言学;1973年获得斯坦福大学国际发展教育博士学位。他的学术研究领域包括:双语与浸入式外语教育、语言评估、应用语言学研究方法、语言行为及语言学习策略。Andrew D.Cohen目前在明尼苏达大学任教。    作为一部面向外语语言教育者、高等师范院校教师以及与教师培训项目有关的工作人员的教科书,本书提供了交际法语言教学中评价与编制语言能力评价工具的基本原则与方法。书中的“测试工具”是指用来评价学生语言能力发展的各种方法,其中既包括传统意义上的听、说、读、写各项语言技能的测试方法,又包括学生自评和学习档案评价方法。而后者正是作者想要在本书中强调的,同时也正是本书不同于许多语言测试著作之处。
书籍目录
导读AcknowledgmentsChapter
1:IntroductionChapter
2.Key
Questions
In
Language
AssessmentChapter
3:The
Assessment
Instrument
the
Respondent,and
the
Assessment
Process.Chapter
4:Scoring
and
Evaluating
the
Assessment
InstrumentChapter
S:The
Process
of
Responding
to
an
Assessment
InstrumentChapter
6.Preparing
an
Assessment
InstrumentChapter
7.Assessing
Reading
ComprehensionChapter
8:Assessing
Listening
and
SpeakingChapter
9:Assessing
Written
ExpressionChapter
10:Taking
StockReferencesIndex
章节摘录
  Discussion
Questions
and
Activities  1.
You
are
a
college
ESL
instructor
and
have
designed
a
mid-term
test
that
has
your
students
read
two
passages
with
conflictingviews
on
the
issue
of
global
warming.
You
have
constructed
tenshort-answer
questions
that
require
the
students
to
relate
one
textto
the
other.
Half
of
your
items
call
for
"higher
level"
synthesis
ofideas——-such
as
through
comparison
and
contrast——-and
the
otherhalf
test
for
more
"lower
level"
comprehension
of
concepts
intro-duced
to
describe
what
global
warming
is
or
could
be.
Much
toyour
surprise,
some
of
the
less
profident
students
in
your
class
dowell
on
the
synthesis
items
and
poorly
on
identifying
the
mean-ings
for
concepts,
while
truly
profident
students
do
just
theopposite.
How
would
you
explain
this
phenomenon,
assumingthe
items
themselves
are
well-constructed?  2.
One
of
the
reasons
it
is
helpful
to
scrutinize
carefully
itemson
a
language
assessment
measure
is
to
make
sure
that
no
item
Isassessing
factors
beyond
those
which
the
instrument
is
intendedto
assess.
Prepare
to
make
such
a
case
at
a
faculty
meeting
forforeign-language
instructors
where
you
work,
and
to
explain
tothem
what
happens
to
the
results
of
assessment
when
items
aretesting
points
other
than
those
intended
to
be
assessed.  3.
What
does
it
mean
to
derive
distractors
for
multiple-choiceitems
empirically?
What
advantages
can
you
see
in
doing
so?  4.
As
a
group
activity,
take
a
multiple-choice
reading
compre-hension
test
and
have
the
participants
respond
to
some
or
all
of
theitems.
Then
divide
up
into
small
groups
and
have
all
the
groupmembers
take
turns
giving
their
rationale
for
why
they
chose
aparticular
alternative
choice
for
each
item.
Be
sure
that
all
partid-pants
give
their
rationale
for
not
choosing
the
other
alternatives.This
exercise
has
the
potential
of
being
an
eye-opener
for
allparticipants,
for
they
must
examine
the
way
in
which
they
dealwith
multiple-choice
items
on
a
language
test.
编辑推荐
  “圣智英语教师丛书”精选自圣智学习出版公司出版的当代语言教育领域的力作,由当今国际语言教育界的权威人士编著,国内英语教育界专家、学者撰写导读。丛书选题涵盖外语教学理论、语言教学技能和实践、学法指导、课程设计、语言测试与评估、外语教学科研方法、师资发展、语境和文化教学以及教学法等诸多领域,能够满足目前英语教师适应新课改的迫切需要。本丛书既可用作英语教师专业化教育与发展和英语专业硕士研究生教育的教材,同时也是语言教育研究者必备的参考书。
图书标签Tags
教育,英语
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评论与打分
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