| Teacher-student collaborative assessment(TSCA)is an important concept in production-oriented approach(POA)which is proposed by professor Wen Qiufang in 2016.It breaks through the original evaluation form and the concept of “promoting learning by evaluation” is introduced into it with the aim of solving the problem of low evaluation efficiency and poor effect.This new way of evaluation has been studied by many experts and scholars.At present,the researches about it mainly focus on the application of TSCA in writing class,but its application of oral English class is less.While the same as writing,oral English is also an important output of English learning,so TSCA can be applied to the oral English class.Furthermore,the main evaluation ways of oral English are formative assessment,peer assessment and electronic portfolio assessment,but TSCA is hardly found in oral English class.Therefore,this thesis carries on an exploration to TSCA in oral English class in senior high schools,aiming at stimulating the development of TSCA in the research of oral English.On the basis of POA and Swain’s output hypothesis,according to the three measure dimensions of oral English: fluency,accuracy,and complexity,the author discusses the application of TSCA in oral English class in senior high schools.The researcher mainly focuses on the following three questions:(1)what are the effects of TSCA on the fluency of senior high school students’ oral English?(2)What are the effects of TSCA on the accuracy of senior high school students’ oral English?(3)What are the effects of TSCA on the complexity of senior high school students’ oral English?The researcher conducts a four-month teaching experiment with 80 students in two parallel classes(class 5 and class 4)in No.3 senior high school in Dashiqiao,Yingkou City,Liaoning Province.Class five with 40 students is the experimental class,and the researcher adopts TSCA to evaluate students’ oral output.While the researcher takes class four as the controlled class and adopts the way of teacher evaluation to evaluate students’ oral output.Throughout four-month oral English teaching,analyzing the results of oral tests and questionnaire,the researcher draws some conclusions: students have improved their fluency,accuracy and complexity in oral English,but the improvement of fluency is higher than the other two dimensions.To be specific,in terms of fluency,students’ speech speed increases,and the average length of language stream has been longer.In addition,pause,repetitions,self-corrections,and the number of false starts are reduced;in terms of accuracy,students are able to master notional words more accurately,and the pronunciation of vocabulary is more accurate,too.What’s more,the overall indicator of grammatical accuracy has a significant promotion,but the accuracy of past tense and tone don’t have great changes.For complexity,students can speak longer sentences,and adopt more clauses and notional words,but there is no significant change in the variety of vocabulary,the types of tense and the use of infrequent vocabulary.Finally,the researcher summarizes the limitations of the experiment,and provides some suggestions for the future oral English teaching.At the same time,the directions for future research are also pointed our at the end of the thesis,expecting to provide some enlightenment and reflections for the first-line teachers. |
