Learning and Assessment in Foreign Language Education

在第二语言/外语教育中，评估通常是评估学习的工具，而不是促进学习的手段。在本研究中，我考察了62名日本小学生进行外语活动的自我评估过程和结果。学生的自我评价从五个方面进行分析：词汇、语法、发音、兴趣和态度。结果表明，小学生通过自我评价将自己的学习与发展外化。教学意义包括教师可能希望鼓励学生在日记、日志和作品集中反映他们在课堂活动中遇到的情况。

In second/foreign language education, assessment is usually a tool to evaluate learning, not a means to promote learning. In this study, I examined processes and products of self-assessment conducted by 62 Japanese elementary school children of Foreign Language Activities. Students' self-assessments were analyzed for five different foci : words, grammar, pronunciation, interests, and attitudes. Results indicate that elementary school children externalize their own learning and development via self-assessment. Pedagogical implications include that teachers may wish to encourage students to reflect, in diaries, journals, and portfolios, on what they have encountered during classroom activities.