A Study On The Application Of Formative Assessment In English Speaking Teaching For Secondary Vocational School Students

With the deepening of English teaching reform,more and more attention has been paid to English speaking teaching in China.The English Syllabus of secondary vocational school points out that “the task of English course is to make students master basic English knowledge and skills,and to improve students’ English application ability in daily life and professional scenes;it is necessary for students in service majors to focus on improving their listening and speaking ability.Students are required to be able to deal with simple routine business in English.” It can be seen that the cultivation of English speaking ability plays an important role in English teaching in secondary vocational schools.In the past,the evaluation of English speaking teaching in secondary vocational school mainly focused on the summative assessment,which ignored the learning process,resulting in students’ low enthusiasm in learning English.Therefore,it is necessary to carry out formative assessment in oral English class,aiming to improve students’ oral English ability and their interest in English learning.Based on the theory of multiple intelligences and the theory of constructivism,the author carried out three-month experimental teaching in Ningjin Secondary Vocational School.The author took 110 students of the first grade in hotel management major as the research object,and set class one as the experimental class and set class two as the control class.In the preparation stage of the experiment,the author first carried out a survey questionnaire on the students in experimental class to get to know their interest and attitude towards learning oral English,and then carried out an oral test for all the students to know about their oral level.In the process of the experiment,the experimental class adopted the formative assessment teaching mode,students were evaluated in many aspects,such as communication strategies,vocabulary usage,pronunciation and expression.While the control class adopted the summative assessment teaching mode.At the end of the experiment,the author made a survey questionnaire on the students of the experimental class again,and carried out a second oral test.Data were collected by tests and questionnaires,and analyzed by Excel2016 and SPSS23.0.This study explored the following two questions: first,can formative evaluation improve students’ interest and enthusiasm in oral English learning?Second,can formative evaluation improve students’ oral English?Through the analysis of questionnaire data,it can be seen that formative assessment can improve the students’ interest and enthusiasm in oral English learning.Through the analysis of the experimental data in pre-test and post-test,it is found that the students in experimental class get better scores than those in control class,which shows that formative assessment is conducive to improving students’ oral English.