[]英语二语习得论文材料.docVIP

Can Metalinguistic Awareness be invited? An Empirical Study of EFL Portfolio-Combined Conversation Course Li, Chia-Yi 李嘉宜 Chen, I-Chen陳怡真 allison@mail.stut.edu.tw jennychen@mail.stut.edu.tw Department of Applied English Southern Taiwan University of Technology Abstract Since the standardized spoken tests labeling the scores on the “final performance” provide little information about learners’ metalinguistic development, learner’s progress over time and classroom interaction are hardly considered. Delett, Barnhart Kevorkain (2001) proposed the benefits of the literacy portfolio because this alternative assessment offers an integrative perspective of learning process and a collection of literacy achievement, taking the cognitive, social, academic context into account. Through portfolio assessment, language can be assessed as medium for communication and cognition. Nevertheless, still little to know that portfolio assessment may match the needs of EFL conversation classroom. This experiment was significant in developing a better understanding of EFL technology university learners’ perceptions and attitude toward portfolio assessment and traditional tests respectively. Two groups of learners participated in the four-month-long case study. The findings showed that the portfolio (experimented) group had a feeling of growing awareness, higher interests and controlling progress. However, more than 65% of them failed to fulfill “portfolios helped self-monitor errors” partially because of the limited linguistic knowledge. On the contrary, non-portfolio (controlled) group expressed that traditional assessment led both oral communication courses to be less motivating and conversational activities to be less diverse. And, they had great concern with teacher’s error correction and scoring system. The possible suggestions for theory and practice are provided. Keywords: portfolio assessment, metalinguistic awareness, autonomy, authenticit