語(yǔ)法評(píng)價(jià)

內(nèi)容概要

　　《劍橋英語(yǔ)教師叢書(shū)：語(yǔ)法評(píng)價(jià)（2012）》是一本關(guān)于二語(yǔ)學(xué)習(xí)中語(yǔ)法評(píng)價(jià)的專(zhuān)著，由美國(guó)哥倫比亞大學(xué)教師教育學(xué)院的James
E.Purpura博士所著。全書(shū)觀點(diǎn)新穎、結(jié)構(gòu)嚴(yán)謹(jǐn)、內(nèi)容翔實(shí)、可操作性強(qiáng)，不僅適合專(zhuān)業(yè)測(cè)試人員學(xué)習(xí)使用，也能為一線外語(yǔ)教師的課堂教學(xué)提供重要啟示。

書(shū)籍目錄

導(dǎo)讀
Series editors ' preface to Assessing Grammar
Acknowledgments
CHAPTER ONE Differing notions of'grammar' for assessment
CHAPTER TW Research on L2 grammar teaching，learning and
assessment
CHAPTER THREE The role ofgrammarin models ofcommunicative language
ability
CHAPTER FOUR Towards a definition ofgrammatical ability
CHAPTER FIVE Designing test tasks to measure L2 grammatical
ability
CHAPTER SIX Developing tests to measure L2 grammatical
ability
CHAPTER SEVEN Illustrative tests ofgrammaticalability
CHAPTER EIGHT Learning-oriented assessments
ofgrammaticalability
CHAPTER NINE Challenges and new directions in assessing grammatical
ability
References
Index

章節(jié)摘錄

　　While these three approaches better reflect the types of academic com-petencies that most language educators value and wish to promote， a learning-oriented approach to assessment maintains a clear and unambiguous focus on as sessmertt for the purpose of fostering further learning relevant to some domain of interest （e.g.， grammatical ability）. Learning is defined here as the accumulation of knowledge and the ability to use this knowledge for some purpose （i.e.， skill）. To highlight the learning mandate in the assessment of grammar in classroom contexts， I will use the term learning-oriented assessment of grammar. Unlike the other approaches， learning-oriented assessment of grammar draws on both a theory of grammar testing （as described in Chapters 3 and 4） and a theory of second language learning （i.e.， grammar processing as described by Van Patten， 1996， and Lee and Van Patten， 2003， in Chapter 2）. It is concerned not only with issues of grammar testing and measurement， but also with issues of instructed learning. For this reason， learning-oriented assessment of grammar aims to provide information about the grammar that students know， understand， or can use in certain contexts， and the implications that this information might have for grammar processing. Finally， moving beyond grammar performance per se， learning-oriented assessment can also provide teachers with information about what students feel or believe about learning grammar and about themselves as learners of grammar - other aspects of the instructional variable.　　In terms of method， learning-oriented assessment of grammar reflects the belief that assessments must remain open to all task types if the mandate is to provide information about student performance on the one hand， and information about the processing of grammatical input and the production of grammatical output on the other. Therefore， unlike with other approaches， operationalization involves the use of selected-response， limited-production and complex， extended-production tasks that may or may not invoke real-life applications or interaction. Just as in largescale assessments， though， the specification of test tasks varies according to the specific purpose of the assessment and the claims we would like to make about what learners know and can do， and in fact， in some instances， a multiple-choice task may be the most appropriate task type available.　　Finally， learning-oriented assessment is designed to be an integral part of instruction， occurring formally or informally at any stage of the learning process.　　……

編輯推薦

　　“劍橋英語(yǔ)教師叢書(shū)”精選自劍橋大學(xué)出版社出版的英語(yǔ)教師教育領(lǐng)域的力作，并由國(guó)內(nèi)英語(yǔ)教育界專(zhuān)家、學(xué)者撰寫(xiě)導(dǎo)讀。　　本叢書(shū)從英語(yǔ)語(yǔ)言教學(xué)的理論和實(shí)踐兩個(gè)層面，為英語(yǔ)教師的教學(xué)實(shí)踐提供理論指導(dǎo)，并為英語(yǔ)教師的在職教育和終生職業(yè)發(fā)展提供豐富的資源；供在職英語(yǔ)教師和英語(yǔ)語(yǔ)言教學(xué)研究者，尤其是英語(yǔ)教育專(zhuān)業(yè)的研究生學(xué)習(xí)使用。

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