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

Writing is an output skill.Its importance has attracted much attention.However,the assessment effect of writing teaching in junior high school is still not ideal.In recent years,a kind of assessment model combining teaching with assessment has emerged——dynamic assessment(Dynamic Assessment,DA for short),which has gradually become a research focus of scholars at home and abroad.However,there are few studies on applying DA to English writing teaching in junior high school.It lacks the support of data.Therefore,the study takes English writing teaching in junior high school as the starting point,and constructs a DA teaching mode through teacher intervention.The students of class 3(52 students)and class 4(51 students)of Grade 8 from a junior high school in Xincai county,Henan province were selected as the study subjects.The two classes were parallel in regard to students' English writing test result.DA writing mode was used in the experimental class,while traditional writing assessment mode was used in the control class.Based on ZPD theory and MLT theory,a semester teaching experiment was carried out in the methods of questionnaire,experiment,test and text analysis.Finally,statistical product and service solutions(SPSS 20.0)and language analysis software BFSU Qualitative Coder 1.2 were used to make a statistical analysis of the obtained data,and the study was intended to answer the following three questions:1.What effect does DA have on students' English writing cognition and behavior?2.Does DA improve students' English writing ability? If so,what are the specific dimensions?3.What is the student feedback on DA?After one semester of study on the application of DA to English writing teaching,conclusions can be drawn as follows:(1)The results of investigation showthat DA improves students' cognition and behavior of English writing.For example,it increases students' interest,confidence,autonomy and reflective ability of English writing.(2)The results of writing scores and writing texts of pretest and posttest show that DA increases students' writing scores and improves students' comprehensive ability in four aspects: writing language,writing content,writing format and writing logic.(3)The results of interviews and writing summaries show that the vast majority of students have a positive attitude towards DA.Therefore,the study concludes that DA can achieve an effect that can never be achieved by traditional assessment.So,DA has a higher relevance to English writing teaching in junior high school.At the same time,based on the conclusions of the study,four points of enlightenment of English writing teaching in junior high school are drawn:(1)Creating a pleasant writing environment.(2)Playing the role of teacher intervention adequately.(3)Cultivating students' consciousness of attribution.(4)Teachers' constant self-improvement.The study can not only provide a good assessment method of English writing teaching for English teachers,but also innovate the assessment method.It is hoped that the study can help English teachers in junior high school better understand DA,and DA teaching can be widely used in English writing teaching,so as to improve the effectiveness of English writing teaching.