什么?

The role of feedback for learners is critical in advancing language proficiency. Feedback should be provided in multiple forms including formative, summative and self-assessment. 应该是具体的, 及时的, 口头或书面, 最重要的是, relevant to learning goals and the targeted level of proficiency. The educator’s role is to determine a learner’s current level of proficiency, 计划接下来的步骤, and offer formative feedback and strategies to further language acquisition. The key is to give learners what they need in a 及时的 fashion to improve and not to overwhelm them with too much feedback.

Formative feedback is designed to assess learners’ progress toward learning targets during the learning process.
Summative feedback provides an assessment of student performance at the end of a learning cycle (unit, 学期, 程序).
Reflective feedback invites learners to play an active role in self-evaluation of their performance. This self-assessment provides learners the opportunity to make the changes necessary to improve their language performance.

为什么?

Giving appropriate feedback promotes student ownership and builds confidence as learners can identify those areas of strength and those areas of needed improvement. Learners can use formative feedback and instructor-provided strategies to make changes that impact their language performance. Without prompt feedback, learners are disconnected from the task and not motivated to improve. Learner self-assessment and reflection require learners to focus on their own learning, comparing their current performance with their past performance in order to reach their proficiency level targets. (要了解有关这些目标的更多信息，请参见 NCSSFL-ACTFL可以做语句， ACTFL语言学习者表现描述.)

如何?

Teachers should utilize feedback strategies throughout instruction to assess and inform learners of progress towards proficiency goals. Feedback can be oral or written and can be given in a variety of ways:

反馈的类型

- 教师提供和/或教师指导
- 一致、及时、具体
- Relevant to learning targets based on a learner’s current level of proficiency
- 描述性的
- 以方便学生使用的语言提供(不含专业术语)
- 教师提供和/或教师指导
- 在学习序列结束时给出
- 衡量学习者当前的语言表现
- 评价
- 教师设计，但学习者驱动
- Opportunities occur at the beginning of, during, and after a learning sequence
- Develops learner awareness of language skills and current level of performance
- Demonstrated through a variety of ways including, but not limited to:
  - 投资组合
  - 学习者对某一特定表演的书面反映
  - 调查、问卷(Google表格)
  - 同行星际网赌登录，共同构建星际网赌登录
  - 课堂讨论
  - 一对一的非正式谈话或会议
  - 形成性检查，如退票或邮票

技术可以用来支持反馈. 有无数的选择，包括:

创建一个投资组合
Survey and questionnaire forms to assess progress toward learning targets, 理解解释模式, 学生准备演示模式时的自检
对任务进行录像或录音以进行自我评价
博客或共享论坛(i.e.(谷歌聊天)，用于同侪或共同构建的讨论
Immediate feedback via technology (online practice that offers automatic feedback)
LinguaFolio®

了解更多指导原则

Language learning should be a central part of any curriculum. 原因如下:

开场白

ACTFL致力于提供愿景, 领导, and support for quality teaching and learning to prepare the next generation of global citizens.

语言学习的好处

We believe that all students should learn or maintain at least one world language in addition to English. Therefore, language learning should be a central part of any curriculum.

语言学习中的读写能力

Contemporary definitions of literacy include more than basic 读ing, 写作, 听, 和口语, adding the purposeful uses of these skills in today’s media- and information-rich environment.

语言学习中的铰接序列

In order for learners to achieve the highest level of proficiency possible, sequential study over extended periods of time is necessary.

逆向设计方案

Backward design is one of the core practices for effective language instruction that relies on thinking purposefully about teaching and learning.

促进目标语言的使用

The use of target language refers to all that learners say, 读, 听到, 写, and view – production and reception of language on the part of learners, 教育工作者, 和材料.

使用真实的文本

Interactive 读ing and 听 comprehension tasks should be designed and carried out using authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote interpretation.

设计交际任务

Oral interpersonal communication tasks engage students for the purpose of exchanging information and ideas, 满足某人的需要, and expressing and supporting opinions through speaking and 听 or signing with others.