On the Correlation between Formative Assessment and English Learning Motivation of Junior High Students

Abstract Assessment plays a very significant role in English teaching and learning。 However, the negative impacts of traditional assessment-- summative assessment now have been realized by the educators。 Formative assessment which gathers information about student learning is receiving more and more attention。 Motivation is considered an important factor in learning English。 The English Curriculum Standards (2011) lays emphasis on language motivation and takes it as one of the objectives of English teaching。 However, there is still a lack of systematic research that addresses the correlation between formative assessment and student motivation。 88588

This study intends to find out the positive influence of formative assessment on student motivation, and further explores some effective formative assessment strategies which can be employed in and out of class。 This study aims to answer these questions:

1) How does formative assessment stimulate students’ motivation?

2) What formative assessment strategies can be used to enhance junior high school students’ motivation to learn English?

In order to answer the three questions, the research was taken in Hengdian Middle School through applying the formative assessment strategies, collected data from the questionnaires and tests and analyzed。 The results of this research show that implementing formative assessment is able to stimulate students’ motivation, especially having stronger impact on extrinsic motivation。 As a result of motivation strengthened, English achievement is improved。 

Chapter One presents a simple introduction to the research background and significance of the study。 Chapter Two reviews the related motivation theories and formative assessment studies。 Chapter Three is concerning with the research design of the survey study。 Chapter Four is composed of results and analysis。 Chapter Five gives a conclusion of the whole dissertation。

Key words: formative assessment; motivation; correlation 

形成性评价与初中生英语学习动机的相关性研究

摘  要评价是英语教学活动中一个重要组成部分。然而，随着传统的终结性评价显露出种种弊端，形成性评价越来越受到重视。形成性评价相对于传统的终结性评价,是指对学生日常学习过程中的表现、成绩以及其情感、态度、策略等方面的发展做出的评价。学习动机对学生的英语学习起着重要的作用。《英语课程标准》强调要激发学生学习兴趣,引导学生将兴趣转化为稳定的学习动机,并将学习动机作为英语教学的情感态度目标之一。然而关于形成性评价和学生学习动机之间的相关性仍然缺乏系统的研究。From优T尔K论M文L网wWw.YouERw.com 加QQ75201^8766

本研究旨在探讨形成性评价对学生学习动机的积极影响，并进一步探索有效的形成性评价策略，即回答以下问题：

1）如何运用形成性评价激发学生的学习动机？

2）什么样的形成性评价策略可以用来提高初中生英语学习动机？

为回答这些问题，本次研究在横店初中进行，期间采用了形成性评价策略，通过调查问卷和测试的形式收集数据，并进行分析。研究结果表明，实施形成性评价能激发学生的学习动机，尤其对外在动机的影响更大。随着学生学习动机的增强，其英语水平也逐步提高。

本文第一章简单介绍了本文的研究背景和研究意义；第二章阐述了相关的动机和形成性评价的理论研究；第三章是实验设计；第四章是结果与分析；第五章则对全文进行了总结。