考试能支持学生学习吗?验证第二语言发音诊断的使用

IF 1.4 2区 文学 0 LANGUAGE & LINGUISTICS
Daniel R. Isbell
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引用次数: 3

摘要

诊断性语言评估的目的是确定学习者的优势和劣势,以便根据学习者的需要计划后续的学习活动,这一目的与个性化教学的教学建议相一致。事实上,诊断性评估能在多大程度上为教学目标的选择提供信息,进而促进个人语言发展,这对有效性至关重要。在这个混合方法的研究中,我报告了使用一种新的第二语言韩语发音诊断的证据。我首先比较了198名学习者的自我评估和诊断分数,以考虑是否有可能有益地提高对优势和劣势的认识。我对21名学习者对分数报告的反应进行了分析,补充了这些发现。接下来,我将重点放在14名学习者的学习活动和学习成果上,在收到他们最初的反馈大约3个月后,我对他们进行了采访和重新测试。结果表明:(a)许多学习者在语音自我评估方面存在差距,(b)学习者很容易理解诊断信息的含义和预期目的(即指导学习活动),以及(c)学习者在自主学习中持续应用诊断信息可以使他们的发音取得可衡量的进步。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Can the Test Support Student Learning? Validating the Use of a Second Language Pronunciation Diagnostic
ABSTRACT The purpose of diagnostic language assessment is to identify learner strengths and weaknesses so that subsequent learning activity can be planned according to learner needs, a purpose which aligns with pedagogical recommendations to individualize instruction. Indeed, the extent to which diagnostic assessment can inform the selection of instructional targets and in turn promote individual linguistic development is critical to validity. In this mixed-methods study, I report on evidence for the use of a new second language Korean pronunciation diagnostic. I first compare the self-assessments and diagnostic scores of 198 learners to consider the potential to beneficially raise awareness of strengths and weaknesses. I supplement these findings with analysis of 21 learners’ reactions to score reports. Next, I focus on the learning activity and learning gains of a subset of 14 learners whom I interviewed and retested approximately 3 months after receiving their initial feedback. Results indicated that (a) many learners had gaps in their self-assessments of pronunciation, (b) learners readily understood the meaning and intended purpose of diagnostic information (i.e., to guide learning activity), and (c) learners who sustained application of diagnostic information in their self-directed learning efforts could make measurable improvements to their pronunciation.
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来源期刊
CiteScore
6.40
自引率
3.40%
发文量
22
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