A Study On The Application Of Dynamic Assessment To English Writing Teaching In Senior High School

Writing is not only one of the four basic skills of English learning,but also an indispensable part of English teaching.However,presently,the situation of English writing teaching in senior high school is unsatisfactory.For instance,when students write a composition,they often have nothing to say,thus leading to empty content,and they tend to construct their composition in Chinese thinking,and lack writing strategies etc.In order to supplement the traditional writing teaching model,in recent years,a newly-born teaching concept—dynamic assessment,which combines evaluation with teaching,has attracted the attention of some domestic and foreign scholars.Whether this new teaching model can improve the effectiveness of English writing teaching is a subject worth exploring.Based on Vygotsky's Sociocultural Theory of Mind and Feuerstein's Mediated Learning Experience theory and Structural Cognitive Modifiability theory,this research applies dynamic assessment to senior high school English writing teaching.Through the mediation strategies in dynamic assessment,this research,attempts to enhance the development of students' cognitive ability and their potential,evaluates student's learning performance,and verifies the possibility of dynamic assessment to improve students' writing ability.In specific,through the comparison with the traditional writing teaching model,this research attempts to explore the following three issues: 1.What is the effect of dynamic assessment on students' English writing achievements? 2.What is the effect of dynamic assessment on students' using writing strategies? 3.What is students' feedback on dynamic assessment?Based on the above questions,in this study,two parallel classes of Grade 2 in Xiongyue senior high school,Liaoning Province are selected as the research participants.Experimental method,questionnaire,interview and teaching journals are used to carry out the four-month-term teaching experiment.The experimental class adopts the dynamic assessment model,while the control class still adopts the traditional writing teaching model.SPSS22.0 is used to analyze the collected data.The conclusion is drawn after the analysis of results of two writing tests,two questionnaires,three interviews and some teaching journals.The results of the research find that: firstly,dynamic assessment has significantly enhanced students' writing achievements in terms of the composition length,ideological content,language expression,and organizational structure and even comprehensive writing ability.Secondly,dynamic assessment has increased the frequency of students' using writing strategies in their daily writing,pre-writing,writing,and modification stages.In addition,dynamic assessment has improved students' attitude towards English writing,aroused their confidence and interest in writing learning as well as strengthened their self-learning awareness and cooperation spirit.