College English teaching in China has long been criticized for its orientation to examination that consequently brings about negative learning attitude and ineffective learning achievement.Chinese educationists have brought forward several ap proaches to solve this problem but little has been changed due to the cultural influences.This paper analyzes the roots of examoriented education system in China in perspective of culture by comparing the Sino-U.S.cultural elements in depth in tradition al culture,learning and teaching motivation,teacher-student relationship and learners'engagement in class.This paper finally poses two suggestions on how to change the current situation gradually:(1) Focus on the washback of evaluation system on edu cational concepts.(2) Transform the product-evaluation to process-evaluation gradually by standardizing the current evaluation approaches,especially the standards of process-evaluation.
This paper explores the relationship between motivation and assessment and find out the assessment strategies which could motivate students better in L2 learning based on the data and responses collected from 30 non-English majors in a regional university. The data and responses revealed that formative assessment could motivate students better, especially during the process of English learning. It also revealed some problems existing in the assessment strategies implemented in this study, such as the impartiality of peer-assessment and the poor efficiency of group work.
全国大学英语四级(College English Test Band 4,简称CET4)考试有着较高的社会认可度,CET4考试成绩是东南亚小语种专业学生的复合语言(中文+小语种+英语)能力的有效证明之一。通过研究线上线下混合式教学的相关课程对学生CET4考试的影响,发现学生的线上学习成绩与其CET4考试成绩有非常显著的相关性。线上线下混合式教学有助于提升学生的CET4考试成绩。与此同时,线上线下混合式教学也面临网络资源的选择与知识框架的构建等挑战,亟待教师不断完善教学方法。
