Self-evaluation In Foreign Language Learning

The thesis has discussed self-evaluation in foreign language learning which exists among a small part of learners but actually should be employed by all foreign language learners. It emphasizes that language teaching and learning methodologies are, in a sense, based more firmly on educational psychology. They take the affectivity of learning into consideration and this affectivity is a result of self-evaluation rather than an aimless choice. In self-evaluation the learner is viewed as a whole person with whole-person involvement in the learning process. The focus throughout this thesis has been on the learner's autonomy that can be fostered through self-evaluation and has been proved to be the most pervasive learning competency in foreign language learning.The author begins with the concept of self-evaluation and historical retrospection in which self-evaluation has been applied to various language learning research, particularly with regard to pedagogy. In order to bring a clear view of those mentioned learning theories, they are arranged in almost the same structure (overview-scope-principles). Chapter I also identifies what measurement, assessment, evaluation and self-evaluation are - four concepts that go throughout the whole paper and are easily mixed up at the first sight.Chapter II illustrates the reasons that initiated the author's meditation on self-evaluation in foreign language learning, from the perspectives of attitude and anxiety.Chapter III is the highlight of this thesis, which is clearly divided into two major parts: learner's role and teacher's role. Learner's role is the object of the author's research. Through case study and portfolio analyses, readers obtain the basic and overall information of what types of self-evaluation learners frequently employ and of the inventory relevant to learner's individual self-evaluation. Teacher's role in learner's self-evaluation is rather a guidance reference for not only teachers but also for learners since it enriches the learner's self-evaluation from a specific and technical aspect. It alerts the learners to remember one fact that with the consultation with teachers their self-evaluation would be moresuggestive and guidable, though they are the center role of this language learning strategy and the final decision makers. Meanwhile, this chapter has returned several times to the same point - self-evaluation provides an accurate judgment of learner's learning development so that learners know what should be overcome in the next learning plan.Significance of self-evaluation is stressed in the fourth chapter. It is important for learners to make choices about what to learn, how to set their own goals, monitor their own progress against the goals, discuss their objectives in learning foreign languages, and to feel that they can originate and be in control of their learning practices. Through effective self-evaluation learners feel positive about themselves, they would be likely to set themselves more optimistic goals and to succeed.The final chapter serves as an ending that summarizes the thesis and previews the possible trend in self-evaluation.