CAJ | 학술논문

动机是促使学生学习语言的内在驱动力。形成性评价是在教学过程中进行的旨在提高教学效果的评价。探索了参与形成性评价对激发艺术类大学生英语学习动机的效果。研究工具包括学生动机调查问卷,平时的非正式访谈和期末的正式访谈。研究结果表明：通过参与自我评价、同伴评价和建立学习档案袋,艺术类大学生的学习兴趣有了一定提高,努力程度大大增强。
동궤시촉사학생학습어언적내재구동력。형성성평개시재교학과정중진행적지재제고교학효과적평개。탐색료삼여형성성평개대격발예술류대학생영어학습동궤적효과。연구공구포괄학생동궤조사문권,평시적비정식방담화기말적정식방담。연구결과표명：통과삼여자아평개、동반평개화건립학습당안대,예술류대학생적학습흥취유료일정제고,노력정도대대증강。
Motivation is an inner drive for students to learn languages. Formative assessment is the assessment which is carried out by teachers during the learning process with the aim of using the results to improve instruction. This research is a tentative exploration concerning the effect of student - involved formative assessment - self assessment, peer assessment and portfolios - on motivating college students majoring in arts to learn English. The research instruments include a questionnaire investigating English -learning motivation, informal interview and formal interview. The results show that involving students majoring in art in formative assessment in English learning can help promote their motivation, especially in relation to interests and efforts. Formative assessment is proved to have some effects on motivating college students majoring in art to learn English.