本文在动态评价理论指导下,以非英语专业大学生为研究对象,将《中国英语能力等级量表》笔译量表引入大学英语翻译教学,通过追踪实验前后学生的自我评价和笔译成绩的变化,揭示动态评价对学习者自我评价的影响。研究发现实验班学生的自我评价显著提高,说明实验教学有利于学生笔译自我评价能力的发展;实验班学生参加实验前后的自我评价与笔译成绩呈正相关关系且呈线性关系,说明该模式在促进学生自我评价能力发展的同时,也影响了学生的笔译成绩。研究结果说明笔译动态评价实验教学有利于学生建立科学的笔译质量观,促进其自我评价能力的发展,同时学生自我评价在一定程度上能够影响动态评价实验教学的效果。

Guided by the dynamic assessment theory and taking non-English majors as the research object, this study involved the translation scale of Chinese’s Standards of English Language Ability(CSE) in college English translation teaching. After tracking the changes of students’self-assessment and translation scores before and after the experiment, this experiment revealed the impact of dynamic assessment on learners’self-assessment. The experimental results shows that: (1) The self-assessment of the students in the experimental class is significantly improved, which indicates that the experimental teaching is conducive to the development of the students’self-assessment ability in translation. (2) The self-assessment of the students in the experimental class is positively correlated with their translation scores before and after the experiment, showing a linear relationship, indicating that this model not only promotes the development of students’self-assessment ability, but also affects the changes of students’translation scores. The research results show that the experimental teaching of dynamic assessment of translation is beneficial to students to establish a scientific view of translation quality and promote the development of their self-assessment ability. At the same time, self-assessment can influence the effect of dynamic assessment experimental teaching to a certain extent.