The Application Of Error Portfolio To English Proofreading In Senior High School

As a kind of formative assessment method,portfolio assessment attracts more and more attention in senior high school English teaching.Error portfolio connects the error with portfolio,which requires students to collect errors from exercises and tests,classify them,analyze the reasons and often reflect to prevent and reduce repeating errors.Proofreading is a comprehensive test item in English tests,which can objectively reflect students' language comprehensive ability.However,the proofreading is dominated by teachers' explanation in the practical teaching,which ignores the students' learning initiative.Therefore,according to the establishment and application of proofreading error portfolio,students can correct errors in proofreading and fully make use of errors that can be seen as learning resources.Besides,the application of proofreading error portfolio can not only help students construct the knowledge structure,but also change their attitudes towards errors,which can greatly improve the learning effect.Based on the metacognitive theory and constructivism theory,this research explores the application effect of error portfolio to English proofreading in senior high school and answers the following three questions:(1)What are the changes in students' conceptions,attitudes,behaviors and strategies towards error management?(2)Can the application of proofreading error portfolio improve students' proofreading scores?(3)What are the English teacher and students' attitudes towards proofreading error portfolio?This research takes the students in two classes(class 9 and class 10 are respectively selected as experimental class and control class)of grade two as the research subjects who come from Chencang Senior High School in Baoji City,which lasts for thirteen weeks.First,the researcher conducts the questionnaire survey to investigate the present situation of students' error management on proofreading.Then,during the experiment,the experimental class(EC)applies proofreading error portfolio assessment and the control class(CC)adopts the traditional assessment.And,the researcher compares the pre-questionnaire with post-questionnaire to explore students' changes in error management conceptions,attitudes,behaviors and strategies.Besides,the results of post-test in EC and CC are compared to understand students' changes in proofreading scores.Finally,the English teacher and students in EC will be interviewed to check the application effect of proofreading error portfolio.On the basis of analyzing data the by SPSS 24.0,the results can be concluded as follows.(1)After the application of proofreading error portfolio in EC,students' conceptions and attitudes towards error management have been changed and their strategies towards error management also have been cultivated.In addition,students can develop the habit of managing errors in their learning.(2)According to the effective management on errors in proofreading,students can improve their proofreading scores.After the application of proofreading error portfolio in EC,the average score of the EC on proofreading is significantly higher than that of the CC.The results of interview show that:(3)the English teacher and students in EC hold positive attitudes towards proofreading error portfolio,and they would like to continue to use it in English teaching and learning.All in all,the application of error portfolio to English proofreading in senior high school can help students effectively manage their errors.They can realize the importance of error management and find their weakness in learning from the reflection and autonomous learning.What is more,according to check proofreading error portfolio in time,the teacher can understand the doubts and problems of each student and provide targeted guidance.Besides,good interactive relationship between teachers and students can be built and teaching efficiency can be facilitated.