A Study On The Application Of Dynamic Assessment Theory In English Writing Feedback In Senior High School

English writing is a weak link for most high school students in our country,and to teach English writing in high school is a part that teachers cannot easily ignore.However,in actual English teaching classes,writing is often not valued by students and teachers.Traditional static evaluation can't adapt to the existing teaching practice any more.The dynamic evaluation changes the “result-oriented” of the traditional static evaluation to “process-oriented”.Meanwhile,it inspires students' potential.Under the proper intervention of teachers and peers,it helps students to cross the Zone of Proximal Development and promotes the students' ability effectively.This research adopts the method of combining quantitative and qualitative analysis.With the help of questionnaire survey,interview and test,it combines dynamic assessment theory with English writing feedback to mainly discuss the following questions:(1)Can writing feedback based on dynamic assessment theory improve the interest of high school students in English writing?(2)Can writing feedback based on dynamic assessment theory improve the English writing performance of high school students in content,language and cohesion?The author hopes to find out the suitable feedback method for English writing teaching in senior high schools in China by studying the above two questions.In this study,60 students from class A of grade two and 62 students from class B of grade two in a middle school in Wudalianchi,Heilongjiang Province were selected as experimental subjects,in which class A of grade two was the experimental group and class B of grade two was the control group.The experiment lasts for one semester.The first stage of the experiment is before the beginning of the experiment.The students of the experimental group and the control group complete a questionnaire survey(I),which is used to test the subjects' initial attitudes towards English writing,their evaluation of their writing level and their attitudes towards writing feedback.The second stage is the experimental implementation.The teacher uses the writing feedback mode combined with the dynamic assessment theory in the experimental class,and the students in the control group are taught by the teacher in accordance with the traditional static evaluation method.The interview is also completed in the second stage.The third stage starts before the final test.The experimental group complete the questionnaire survey(II),which is used to test the students' attitude change towards writing and their acceptance of the new feedback method.The author draws a conclusion based on the comparative analysis of the results of two questionnaires,interviews and the test results of the experimental group and the control group.The experimental results show that the writing feedback under the dynamic assessment theory can effectively improve the interest of high school students in English writing and their writing scores.Dynamic assessment theory originates from Vygotsky's concept of Zone of Proximal Development,which enables students to complete tasks beyond their ability with the help of teachers and peers.Under the influence of the new feedback method,students' attitudes towards English writing have changed significantly,and their writing ability has been improved in language use,content and cohesion.Therefore,it is feasible and practical to apply the dynamic assessment theory to the feedback of English writing in senior high schools in China.