A Study On The Influence Of Teacher-student Collaborative Assessment On The Syntactic Complexity Of Senior High School Students' English Writing

Writing,as one of the four basic skills in English study,plays an important role in the process of English learning.Effective writing teaching requires teachers to give timely and effective feedback and evaluation to students' output products.However,schools in our country at all levels have large classes and many students,which make great pressure on teachers.Thus timely and effective evaluation of each output product is a great challenge for teachers.In order to meet this challenge,professor Wen Qiufang put forwards a new idea of “Teacher-student Collaborative Assessment”(hereinafter referred to as “TSCA”)based on the theoretical basis of “Production-oriented Approach”(hereinafter referred to as “POA”),aiming to organize and balance teacher assessment and other evaluation methods,and reduce the burden on teachers and further to improve students' writing ability(Wen,2016).This study intends to conduct a teaching practice research based on TSCA,aiming at investigating the current situation of syntactic complexity on senior high school students' English writing and exploring the promotion effect of TSCA on senior high school students' writing complexity.The paper is aimed to answer the following questions:(1)What is the current situation about students' English writing on syntactic complexity before the experiment?(2)What effects does TSCA have on the syntactic complexity of senior high school students' English writing?The subjects in this study are 50 students from No.1 Senior High school in Linxi,Chifeng city,all the 50 students come from the same class,so they have the same learning experience.The instruments used are students' compositions and L2 SCA.The experiment lasts for 6 weeks.Before the experiment,the author conducts a pretest on the students in order to investigate the level of syntactic complexity in English writing before the experiment.During the experiment,the teacher conducts the writing teaching of TSCA for the students in the class,which is carried out according to the steps and principles of TSCA.During the writing teaching class,teacher makes targeted explanations and evaluations on different evaluation focuses.After the experiment,the author takes a writing test as the post-test on students.After the experiment,the author uses L2 SCA to analyze the 14 indicators of syntactic complexity of students' writing products before and after the experiment,then applies paired sample T-test to testify the influence of TSCA on the syntactic complexity of students' English writing.According to the L2 SCA analysis results of students' writing paper,the author finds out that before the experiment,students have a properlevel of syntactic complexity in the three indicators of MLS,MLT,MLC,C/T,T/S and VP/T,and TSCA could improve students' writing complexity in some indicators,among the 14 indicators in syntactic complexity,MLS,MLT,MLC,C/S,VP/T,C/P,T/S,CT/T,CP/T,CP/C have significantly improved by TSCA teaching,however indicators of DC/C,DC/T,CN/C,CN/T have no significantly difference.Based on the results of the experiment,this study draws the following conclusions: TSCA can improve students' syntactic complexity level on some indicators,such as the related indicators of sentence length,coordinate structure,T-unit,etc.However,there is no significant effect on the usage of subordinate clauses and complex noun phrases in senior high school students' writing.Therefore,in the teaching process,it is essential that considering applying TSCA to writing teaching,and adapting the new evaluation to help students improve the usage of clauses,coordinate structures,verb phrases,etc.in writing,thus improving the syntactic complexity level of their English writing.