有效的外语教学与评估手段Word格式.docx

有效的外语教学与评估手段Word格式.docx

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尽管之前其实用价值受到了国内外学者的批评，甚至反对，但是听写在语言进入心理社会语言学时期后，以及海姆斯“交际能力”和欧勒“整体能力假说”等观点的提出，听写的交际性和适用性得到了广泛的应用。

听写作为一种有效的教学策略有其心理语言学的理论依据。

语言信息的处理过程、自上而下和自下而上两种策略的综合应用在听写的全过程中发挥了极其重要的作用。

听写有助于提高语言的输入和输出水平，促进语言综合运用能力的提高。

但人们对听写认识不足并有一定偏见，听写在外语教学中一直得不到应有的重视。

本文从心理语言学角度简要分析了语言信息的接受过程和学生听写认知心理过程，同时介绍听写的六种形式，并剖析听写中的一些常见错误，着重探讨听写在外语教学与评估过程中的意义，从而通过教学培养学生的听写能力，最终达到提高学生英语综合应用能力的目的。

【关键词】听写；

外语教学；

外语教学评估；

技能

　　1Introduction:

thebackgroundofdictation

criticismofdictation

DictationconstitutesapartinsomenationalEnglishproficiencytestsinChina,suchasTestofEnglishMajors（TEM4,TEM8）,andCollegeEnglishTest（CET4,CET6）.Asatraditionallanguage-teachingdevice,dictationhasgoneitslongwayfromcriticismtoapprovaloverthedecadesinaccordancewiththedevelopmentofforeignlanguageteaching.Althoughmanyresearchersapprovedoftheuseofdictationasaclassroomexercise,dictationpracticewasfirstlycriticizedasasimplycopypracticeandjustatestofspelling.

“Spolskyidentifiesthreestagesintherecenthistoryoflanguagetesting:

thepre-scientific,thepsychometric-structuralist,andthepsycho-socio-linguistic.”[1]Criticsofthe“pre-scientific”approachtotestingarealreadyfamiliar,sincelanguagetestingduringthisstageisthoughtofastestingthestudents‘receptionoflanguageknowledge,whichhasaverylowdegreeofreliabilityandvalidity.Duringthesecondstage,languageisregardedasaseriesofstructureform,symbolicsystem,andthelearningoflanguageistoobtaintheskilltomanipulatethissystem.Sincestructuresandskillscanbelearnedandtrainedseparately,asfortesting,themaintestitemsarediscretepoint“objective”testformats.Discreteitemsshouldbeconstructed,eachofwhichwillideallyrevealthelearner‘sabilitytohandleonelevelofthelanguageintermsofoneofthefourskills:

listening,speaking,reading,andwriting.

Therefore,criticismofdictationinthepaststemmedfromtheviewpointinfluencedheavilybystructurallinguisticsthatfavoredtestingthemorediscreteelementsoflanguageskillsandwishedtoavoidthepossibilityofmuddymeasurement.

“Heatoncommentedondictation:

‘atestingdeviceitmeasurestoomanydifferentlanguagefeaturestobeeffectiveinprovidingameansofassessinganyoneparticularskill.’Thiskindoftestemphasizesstronglytheaccuracyandobjectivityofscoring,whichhasahighreliabilitybutontheotherhandneglectsthecontextandsituation.Dictationmeasuresacomplexrangeofintegratedskillsandshouldnotberegardedasconstitutingsimplyatestofspelling.Thedictationofsinglewords,nevertheless,canproveafairlyreliabletestofspelling.”　Althoughdictationwasconsideredasaneffectivemeansoftestingdevice,Heatonstillarguedthatdictationjusttestthestudents’discreteelementsoftheirlanguageskills.

Approvalofdictation

However,fromtheearly1970s,anewtheoryoflanguageandlanguageusebegantoexertasignificantinfluenceonlanguageteachingandpotentiallyonlanguagetesting.ThiswasHymes’stheoryofcommunicativecompetence,whichgreatlyexpandedthescopeofwhatwascoveredbyanunderstandingoflanguageandtheabilitytouselanguageincontext,particularlyintermsofthesocialdemandsofperformance.Hymesalsosawthatknowingalanguagewasmorethanknowingitsrulesofgrammar.AlthoughtherelevanceofHymes’stheorytolanguagetestingwasrecognizedmoreorlessimmediatelyonitsappearance,ittookadecadeforitsactualimpactonpracticetobefelt,inthedevelopmentofcommunicativelanguagetests.Thetheoryofcommunicativecompetencerepresentedaprofoundshiftfromapsychologicalperspectiveonlanguage,whichseeslanguageasaninternalphenomenon,toasociologicalone,focusingontheexternal,socialfunctionsoflanguage.

Therefore,approvalofdictationtestingalsohasitstheoreticalbasis.Asthelanguagetestingenteredthethirdstage,whichwascalledthepsycho-socio-linguisticstage.Inotherword,communicativelanguagetestinghasbecomemoreandmorepredominant.Asthemainpurposeoflanguagelearningistoacquirecommunicativeskills,whichcontainlanguagecompetence,discoursecompetenceandlanguageuseskill,theeffectivetestsshouldbethosethatcanputeachspecificskilltogethertoteststudents’overallabilityofusinglanguage.

Duringthe1970stherewasmuchexcitementintheworldoflanguagetestingaboutwhatwascalledthe‘UnitaryCompetenceHypothesis’.Inbrief,thiswasthesuggestionthatthenatureoflanguageabilitywassuchthatitwasimpossibletobreakitdownintocomponentparts.Althoughthehypothesiswaseventuallyshowntobefalse,thenotionofoverallabilitycan,insomecircumstances,beausefulconcept.“Onereasonwhyvariousstudiesprovidedstatisticals