Research On The Application Of Dynamic Assessment In The English Teaching Of Continuation Task In Senior High School

The continuation task(CT),as a new type of English writing,integrates input and output,serving as an effective instrument to cultivate high school students’ comprehensive competence of using the second language.However,it is a common phenomenon that English CT in senior high schools has been dominated by static assessment for a long time.Static assessment is not conducive to improving students’ CT performance in that it only highlights the writing results of CT.According to the National English Curriculum Standards of General High School(2017 Edition),teachers should attach more importance to the development of students as well as the process assessment.Dynamic assessment,highlighting the integration of teaching and assessment,is favorable for inspiring students’ potential and expanding their “Zones of Proximal Development” through intervention activities,which has practical significance for English CT teaching.Based on Vygotsky’s sociocultural theory(SCT)and Feuerstein’s Mediated Learning Experience(MLE),this research applies dynamic assessment in English CT teaching and a teaching experiment is conducted to verify the effectiveness of dynamic assessment in English CT teaching in senior high school.This research aims to answer the following questions:(1)In terms of CT proficiency,what are the effects of dynamic assessment on students’ English CT scores and CT syntactic complexity in terms of CT proficiency?(2)What are the effects of dynamic assessment on students’ English CT attitude,CT strategies,and CT recognition?Focusing on the above two research questions,this study takes 98 students of Grade One in a senior high school in Ganzhou City,Jiangxi Province as the research subjects to conduct a four-month teaching experiment.In CT teaching,the experimental class(EC)adopts the dynamic assessment model,while the control class(CC)still uses the static assessment model.The author analyzes data from the tests,the questionnaires,and the dynamic assessment feedback form through the application of SPSS 23.0 and the L2 Syntactic Complexity Analyzer(L2SCA).It can be found that after the teaching experiment,the English CT scores and CT syntactic complexity in the experimental class are significantly improved.The application of dynamic assessment not only promotes the EC students’ English CT performance but also has a positive impact on students’ CT attitude,CT strategies,and CT recognition.In the end,the author puts forward some suggestions for further research by analyzing the limitations of this thesis.