英语论文网

Chapter1 Introduction

1.1 Background of the research
According to The Requirement of College English Curriculum, the aims of collegeEnglish teaching and learning for non-English major are “to cultivate college students’English capacity to be comprehensive, especially in the aspects of listening andspeaking… and to strengthen students’ abilities of autonomous learning”. It can beknown that English listening-speaking and autonomous learning have already beenrespected as two vital goals in college English teaching and learning for non-Englishmajors. With the progress of college English teaching reform, listening teaching is in thetrend of being more scientific, diverse, and humanistic, so that the traditional listeningAssessment, from its forms to contents, can no longer satisfy the needs of modern EFLlistening learning. Therefore, the exploration of a new English listening Assessment willbe a necessary issue in college English listening learning.Assessment contributes to learning process and outcomes. A suitable assessmentcould have positive impact on college students’ English listening learning, vice versa.So far, the college English assessment contains summative tests and ordinary classroomassessments which include daily quizzes, attendance and participation. There are threemajor problems in this kind of assessment pattern. Firstly, superficial phenomenon ismore concerned than basic issues. The measurement of listening proficiency right nowis the score. Teachers judge whether students are successful in listening comprehensionby watching their listening scores, and seldom considering their learning plan, methods,strategies, affects, etc. However, these ignorant elements could basically influence, oreven determine the outcomes of listening learning.
……………

1.2 Significance of the research
In 1960s, western scholars proposed the concept of self-assessment and startedover the self-assessment researches about language learning. A lot of researches provedthat self-assessment has an important role in foreign language learning (Upshur, 1975;Oscarson, 1978; Bachman & Palmer, 1989). It is found that students’ involvement in allphases of learning process, especially the assessment process, would highlight theirdominated status in learning and develop their abilities of self-reflection andself-correction in learning process. Besides, students would always refine their learningplans, strategies, methods and affects by the outcomes of self-assessment, so it ispossible to update an old fashion learning style into a suitable new one to improve thelearning efficiency. Therefore, introducing the concept of self-assessment into collegeEnglish listening teaching and learning is necessary and significant for the improvementof listening assessment system. First of all, through listening self-assessment, learnerscan continuously “reflect and review their progress” (Leung & Mohan, 2004). Due tothat, learners could be able to realize the basic reasons that may impact their listeningproficiency and learning effects, and then modify their learning process to be morescientific and efficient. Moreover, a system of self-assessment is helpful for the learnersto make detailed plans according to their own situation. It also benefits for thedevelopment of one’s “ability to take charge of one’s own learning” (Holec, 1981; Little1991; Cotterall, 1995), and the improvement of one’s motivation (Ga本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。