大学英语评估模式作为情境因素对个体学习动机与学业成就所带来的干预影响迄今缺乏学术关注。实证研究表明：竞争评估取向与发展评估取向对个体成就目标导向和英语学业成就存在差异性影响；成绩趋近目标导向与掌握目标导向对英语学业成就存在显著正向影响，成绩回避目标导向与学业成绩未呈现相关；成绩趋近目标导向在竞争评估取向与学业成就的关系中起到完全中介作用，成绩趋近目标导向与掌握目标导向在发展评估取向与学业成就的关系中同样具有完全中介作用。

 As an important situational factor, the intervention effect of College English assessment(EAO) on individual learning motivation and English academic achievement(EAA) is lack of attention. Empirical study shows, competitive assessment orientation (EAO1) and developmental assessment orientation (EAO2) has distinct impacts on college students’ achievement goal orientation(AGO) and EAA; Performance approach goal orientation(AGO1) and mastery goal orientation(AGO1) positively affect EAA, but achievement avoidance goal orientation(AGO2) was not related to EAA; AGO1 fully mediated EAO1-EAA; AGO1 and AGO3 fully mediated EAO2-EAA.