| Acknowledgements | 第4-8页 |
| List of Abbreviations | 第8-11页 |
| Abstract | 第11-13页 |
| 摘要 | 第14-16页 |
| Chapter One Introduction | 第16-20页 |
| 1.1 Background of the Research | 第16-17页 |
| 1.2 Significance of the Research | 第17-18页 |
| 1.3 Structure of the Thesis | 第18-20页 |
| Chapter Two Literature Review | 第20-40页 |
| 2.1 Multi-subject Formative Assessment | 第20-28页 |
| 2.1.1 Definitions of formative assessment | 第20-22页 |
| 2.1.2 Theories related to formative assessment | 第22-24页 |
| 2.1.3 Definition and elements of multi-subject formative assessment | 第24-28页 |
| 2.2 Learning Dynamic | 第28-34页 |
| 2.2.1 Definitions of learning dynamic | 第28-31页 |
| 2.2.2 Theories related to learning dynamic | 第31-33页 |
| 2.2.3 Elements of EFL internal learning dynamic | 第33-34页 |
| 2.3 Previous Researches on Formative Assessment in ETL and EFL Learning Dynamic | 第34-39页 |
| 2.3.1 Researches on formative assessment in ETL at home and abroad | 第34-36页 |
| 2.3.2 Researches on EFL learning dynamic at home and abroad | 第36-38页 |
| 2.3.3 Researches on the relationship between formative assessment and EFL learning dynamic | 第38-39页 |
| 2.4 Summary | 第39-40页 |
| Chapter Three Research Design | 第40-45页 |
| 3.1 Research Question | 第40页 |
| 3.2 Research Subjects | 第40-41页 |
| 3.3 Research Instruments | 第41-43页 |
| 3.3.1 Multi-subject formative assessment questionnaire | 第41-42页 |
| 3.3.2 EFL internal learning dynamic questionnaire | 第42-43页 |
| 3.4 Research Procedure | 第43-45页 |
| Chapter Four Data Analysis and Discussion | 第45-65页 |
| 4.1 Analysis of Multi-subject Formative Assessment | 第45-51页 |
| 4.1.1 Descriptive analysis of the multi-subject formative assessment | 第45-46页 |
| 4.1.2 Comparison analysis of the multi-subject formative assessment based on gender | 第46-48页 |
| 4.1.3 Comparison analysis of the multi-subject formative assessment based on grade | 第48-51页 |
| 4.2 Analy sis of EFL Internal Learning Dynamic | 第51-59页 |
| 4.2.1 Descriptive analysis of EFL internal learning dynamic | 第52-53页 |
| 4.2.2 Comparison analysis of the EFL internal learning dynamic based on gender | 第53-56页 |
| 4.2.3 Comparison analysis of the EFL internal learning dynamic based on grade | 第56-59页 |
| 4.3 Correlation Analysis between Multi-subject Formative Assessment and EFL Internal Learning Dynamic | 第59-63页 |
| 4.3.1 Correlations between teacher-assessment and the EFL internal learning dynamic | 第59-60页 |
| 4.3.2 Correlations between self-assessment and the EFL internal learning dynamic | 第60-61页 |
| 4.3.3 Correlations between peer-assessment and the EFL internal learning dynamic | 第61页 |
| 4.3.4 Correlations between parent-assessment and the EFL internal learning dynamic | 第61-62页 |
| 4.3.5 Correlations between multi-subject formative assessment and the EFL internal learning dynamic | 第62-63页 |
| 4.4 Summary | 第63-65页 |
| Chapter Five Conclusion | 第65-69页 |
| 5.1 Main Findings | 第65-66页 |
| 5.2 Implications | 第66-67页 |
| 5.3 Limitations | 第67-68页 |
| 5.4 Further Research Suggestions | 第68-69页 |
| References | 第69-74页 |
| Appendix Ⅰ 初中生英语内部学习动力情况调查问卷 | 第74-76页 |
| Appendix Ⅱ 初中生英语学习中多主体形成性评价使用现状调查问卷 | 第76-77页 |
