语言测试与评估-21世纪英语

语言测试与评估
语言测试与评估

在这个黄叶飘洒的11月,来自世界各地的英语教育者们欢聚一堂,共赴一场云端英语教育盛宴!国内外大咖将会有怎样的思维碰撞?快来大会一睹为快吧!

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The connection between Chinese IELTS speaking teachers' assessment literacy and teaching methods selection

Liu Yuan (刘源), University of Leicester, UK

 

This is an in-progress work. In previous studies, the discussion of classifying the importance and the role of language teachers’ assessment of literacy in classroom teaching has been made. However, past studies put more emphasis on the general aspect of the significance for language teachers to acquire assessment literacy instead of focusing on one particular test and context. In other words, the clear connection between the level of instructors' acquisition of assessment information and the selection of teaching methods in the real classroom has not received a great deal of attention. The current study therefore aims to address two research questions: 1) What are Chinese IELTS teachers' interpretation of IELTS speaking test design? 2) How can teachers' teaching methods selection be affected by their interpretation of the target test design? The current study will use a mix-methods approach to investigate these two questions, including a questionnaire study and a follow-up semi-structured interview. The findings will inform educators to what extent teachers have interpreted the target test design and how their interpretation of the target test design would influence their teaching methods selection, namely the impact on teaching. It is hoped that this study will have pedagogical implications for practitioners.

 

Liu Yuan is a PhD student at the University of Leicester, UK.


EFL vocabulary acquisition: A revised taxonomy to develop Chinese EFL vocabulary learning strategies

Wang Xuan (王譞), Northwestern Polytechnical University, Shaanxi

 

Research on vocabulary learning strategies has reflected a trend shifting from "learning strategy" to "strategic learning" and teachers are also shifting their approaches to incorporate more strategic learning techniques, as opposed to students applying their own learning strategies to materials. First, few studies explore process-based self-regulatory vocabulary learning strategies in the Chinese EFL context. Second, no existing study considers both product-based task-related strategies and process-based self-regulatory strategies within vocabulary research. Third, technology-enhanced strategies such as mobile-assisted vocabulary learning and online self-learning should be considered in the taxonomy of vocabulary learning strategies. Therefore, this study aims to review existing taxonomy, discuss gaps in vocabulary learning strategies and suggest a revised taxonomy for future research in the Chinese EFL context.

 

Wang Xuan is currently an assistant professor at the School of Foreign Studies, Northwestern Polytechnical University, China. She completed her PhD from the University of Sydney, Australia, in the field of TESOL.

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