Dynamic Assessment In Junior English Vocabulary Teaching

Vocabulary is the smallest unit of language meaning,and all aspects of foreign language teaching are closely related to vocabulary teaching.However,at present,there are several problems in English vocabulary teaching.First,teachers are easy to ignore the evaluation of students’ vocabulary accumulation and application.Under the influence of teachers’ conventional ideas,students are easy to focus more on grammar and syntax,thus ignoring the accumulation of vocabulary.Second,most of the traditional vocabulary assessment models are static,fixed and standard mechanized,emphasizing the results and ignoring the process,which is not conducive to the development of students’ vocabulary ability.Under the influence of such evaluation model,students are easy to deviate from the learning focus and devote a lot of time and energy to the blind expansion of vocabulary,thus ignoring the in-depth study of the meaning and usage of high-frequency words.Based on Vygotsky’s socio-cultural theory and Zone of Proximal Development,this paper summarizes the theoretical research and empirical research of dynamic assessment at home and abroad,and puts forward three construction principles of the dynamic assessment model based on vocabulary teaching in junior high school.The three principles include the integration of teaching and assessment,procedural interactive design and internalization of knowledge and ability as the ultimate goal.On this basis,the dynamic assessment model of English vocabulary teaching is constructed.This paper adopts the method of experimental comparison and mainly explores two questions: one is whether dynamic assessment model can improve students’ vocabulary learning ability more effectively than traditional assessment methods.The second is how to construct a dynamic evaluation model based on junior high school English vocabulary teaching and integrate it into daily teaching.At the beginning of the experiment,in order to verify whether the English vocabulary proficiency levels of the randomly sampled students in the two classes are parallel,the author conducted a vocabulary test for the students in the two classes participating in the experiment.After that,the author sets the two classes as experimental class and control class,and the same teacher uses two different teaching methods for vocabulary teaching.In the control class,the teacher uses the conventional teaching mode,which requires students to preview before class and complete textbook exercises after class.The teacher teaches the knowledge and ability based on the textbook,check the answers of the exercises and solve problems in class.The traditional test model is used in the control class to test the vocabulary learning ability of students in each unit.In the experimental class,the teacher adopts a dynamic assessment model,requiring students to complete a vocabulary test before each stage of vocabulary learning.According to the test results,teachers formulate targeted vocabulary teaching plans,design suitable classroom activities and have a better understanding of students’ vocabulary learning ability through classroom observation and classroom questioning.On this basis,the teacher constantly adjusts the teaching plan and give targeted suggestions and help in class.After the teaching,parallel tests are conducted to test students’ vocabulary level.The experimental process takes 2 to 3 classes as a cycle to test the feasibility and effectiveness of dynamic assessment.After three months of experimental data analysis and classroom observation,the author draws the conclusion that dynamic assessment can play a greater role in improving students’ understanding of vocabulary learning and their vocabulary ability than static assessment,and the model can also improve teacher’s teaching ability.In the end,I hope this dynamic assessment model can be more widely used in English teaching practice.