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1、1有效的外语教学与评估手段【Abstract】Dictation is an effective means of foreign language teaching as well as teaching evaluation. The scholars criticized the worthiness of its practicality and even were against it both at home and abroad at the beginning. As the language testing entered the psycho-socio-linguisti
2、c stage, Hymess theory of communicative competence and Ollers theory of Unitary Competence Hypothesis were put forward, dictation is applied widely in the foreign language classroom. As an effective teaching strategy, dictation has its own theory of the psycholinguistics. The language information pr
3、ocessing system, and the application of the top-down and bottom-up approaches have exerted their significant functions in the whole process of dictation. Dictation is conducive to improve the receptive skill of listening and the productive skill of writing, which can also facilitate the students int
4、egrated linguistic competence. However, people have some prejudice against dictation. Hence, dictation fails to gain enough attention in the foreign language teaching. Based upon psycholinguistic theory, the paper analyses the language information processing system and the psychological process. And
5、 it also introduces six kinds of dictation and explores the significance of dictation in the foreign language teaching and teaching evaluation based on the analysis of some common errors made in dictation, and tries to meet the purpose of developing students integrated linguistic competence by culti
6、vating their dictation ability through teaching. 【Key Words】dictation; FL teaching; FL teaching evaluation; skill【摘要】听写既是一种有效的外语教学评估手段，也是有效的外语教学手段。尽管之前其实用价值受到了国内外学者的批评，甚至反对，但是听写在语言进入心理社会语言学时期后，以及海姆斯“交际能力”和欧勒“整体能力假说”等观点的提出，听写的交际性和适用性得到了广泛的应用。听写作为一种有效的教学策略有其心理语言学的理论依据。语言信息的处理过程、自上而下和自下而上两种策略的综合应用在听写的全
7、过程中发挥了极其重要的作用。听写有助于提高语言的输入和输出水平，促进语言综合运用能力的提高。但人们对听写认识不足并有一定偏见，听写在外语教学中一直得不到应有的重视。本文从心理语言学角度简要分析了语言信息的接受过程和学生听写认知心理过程，2同时介绍听写的六种形式，并剖析听写中的一些常见错误，着重探讨听写在外语教学与评估过程中的意义，从而通过教学培养学生的听写能力，最终达到提高学生英语综合应用能力的目的。 【关键词】听写；外语教学；外语教学评估；技能1 Introduction: the background of dictation 1.1 criticism of dictationDicta
8、tion constitutes a part in some national English proficiency tests in China, such as Test of English Majors (TEM 4, TEM 8), and College English Test (CET 4, CET 6). As a traditional language-teaching device, dictation has gone its long way from criticism to approval over the decades in accordance wi
9、th the development of foreign language teaching. Although many researchers approved of the use of dictation as a classroom exercise, dictation practice was firstly criticized as a simply copy practice and just a test of spelling.“Spolsky identifies three stages in the recent history of language test
10、ing: the pre- scientific, the psychometric-structuralist, and the psycho-socio-linguistic.”1 Critics of the “pre- scientific” approach to testing are already familiar, since language testing during this stage is thought of as testing the students reception of language knowledge, which has a very low
11、 degree of reliability and validity. During the second stage, language is regarded as a series of structure form, symbolic system, and the learning of language is to obtain the skill to manipulate this system. Since structures and skills can be learned and trained separately, as for testing, the mai
12、n test items are discrete point “objective” test formats. Discrete items should be constructed, each of which will ideally reveal the learners ability to handle one level of the language in terms of one of the four skills: listening, speaking, reading, and writing. Therefore, criticism of dictation
13、in the past stemmed from the viewpoint influenced heavily by structural linguistics that favored testing the more discrete elements of language skills and wished to avoid the possibility of muddy measurement. “Heaton commented on dictation: a testing device it measures too many different language fe
14、atures to be effective in providing a means of assessing any one particular skill. This kind of test emphasizes strongly the accuracy and objectivity of scoring, which has a high reliability but on the other hand neglects the context and situation. Dictation measures a complex range of integrated sk
15、ills and should not be regarded as constituting simply a test of spelling. The dictation of single words, nevertheless, can prove a fairly reliable test of spelling.” 2 Although dictation was considered as an effective means of testing device, Heaton still argued that dictation just test the student
16、s discrete elements of their language skills. 1.2 Approval of dictationHowever, from the early 1970s, a new theory of language and language use began to exert a significant influence on language teaching and potentially on language testing. 3This was Hymess theory of communicative competence, which greatly expanded the scope of what was covered by an understanding of language and the ability to use language in context, particularly i
