An Investigation On The Application Of English Error Portfolio In Senior High Schools

It is very normal to make errors in the process of learning a foreign language. The errors made by students are attached more and more importance as they are one of the key resources of feedbacks. Therefore, error portfolio as a type of the formative assessment, which can be helpful to students in reflecting themselves, adjusting learning strategies and improving their confidence as well as better marks in the tests, is used widely in the teaching and learning in senior high schools. In this thesis, the theories on error analysis and portfolio assessment are reviewed and the author also presents the relevant researches of EA and PA at home and abroad, finding that the English error portfolio is ignored by many researchers. In order to make exactly clear the current situation of the application of English error portfolio, and to find out the problems and difficulties lying in collecting and using the error portfolio, the author conducts an investigation by means of questionnaires, interviews and sample analysis, and analyzes the reasons, then gives some concrete suggestions to solve these problems.Through the investigation, the following results are obtained:Students do not think the English error portfolio is really beneficial to their learning, so most of them think errors are useful while they don’t agree that it is really important and necessary to have an English error portfolio. The reasons may lie in two aspects:For students, the most difficult thing is that there are such a huge number of errors to collect and classify. And it is also hard to look errors up in the error portfolio. From the students’samples of error portfolio, we find two main problems:the first one is that students just collect the errors in multiple choices and error correction in an essay. Students focus on the errors in grammar but ignore the errors in the reading tasks, cloze tests and writing. The other is that almost all of the students cannot do the job of self-reflection or summary. After collecting the errors, the students do not use English error portfolios effectively, either.For teachers, most of them just regard the error portfolio as a sort of homework, and they lack the effective means of evaluating students’work.In the end, the author draws a conclusion and gives some suggestions.