Interactive Dynamic Assessment with Children Learning EFL in Kindergarten
Interactive Dynamic Assessment with Children Learning EFL in Kindergarten
复制标题
幼儿园英语学习的互动动态评估
DOI：
10.1007/s10643-009-0356-6
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发表时间：
2009
影响因子：
2.7
通讯作者：
Zheng Lin
中科院分区：
文献类型：
--
作者：
Zheng Lin
本文报道了一项幼儿园英语听说互动动态评价的研究。它探讨了如何设计一个互动的动态评估，以评估年轻的英语作为外语（EFL）学习者，什么样的信息，这种互动的动态评估可能会产生的语言程序和参与儿童，以及这些信息可能会促进儿童的EFL学习。而不是上下文独立的，仅仅以形式为中心，这种互动的动态评估是语境化的英语干预计划，并纳入了一个预先制定的一套支持性调解参与儿童。研究表明，这种互动的动态评估不同于传统的非动态评估，因为它包括评估员的调解，从而产生的信息参与儿童的需要和潜在的反应，调解。本研究也展示了互动式动态评估在促进儿童英语学习和支持英语教学方面的潜力。
This paper reports on a study of interactive dynamic assessment undertaken by children learning English listening and speaking as a Foreign Language in a kindergarten. It investigates how an interactive dynamic assessment could be designed to assess young English-as-a-foreign-language (EFL) learners, what information such an interactive dynamic assessment may generate about the language program and the participating children, and how such information may promote children’s EFL learning. Instead of being context-independent and solely form-focused, this interactive dynamic assessment is contextualised within an English intervention program and incorporated with a pre-formulated set of supportive mediations for the participating children. The study shows this interactive dynamic assessment differs from traditional non-dynamic assessments in that it includes the assessor’s mediation and thereby generates the information about the participating children’s needs for and potential responses to mediation. It also demonstrates the potential of an interactive dynamic assessment in promoting children’s EFL learning and supporting teaching EFL.