The Application Research On The China’s Standards Of English Language Ability In Formative Assessment Of Senior High School English Writing Teaching

Writing is an important indication of language ability and also an inevitable topic in language teaching.Under the current international situation and domestic requirements for the cultivation of foreign language talents,English writing teaching has also received increasing attention.As the emphasis of English writing teaching gradually shifts from result to process,Formative assessment(FA)becomes increasingly important.However,the FA of high school English writing teaching in our country lags behind in practice.One of the reason is that FA lacks a unified language ability standard.China’s Standards of English Language Ability(CSE)is the first English language ability standards covering the entire school period of education.It can provide a unified criterion for the FA of English writing.Therefore,the author proposes the basic steps and application paradigm for applying CSE to the FA of senior high school English writing teaching,and explores its teaching effect.In addition,the low level of English writing strategies used by high school students is also one of the important reasons for their weak writing ability,and the relatively comprehensive description of writing strategies in CSE is just the right remedy to this case.Therefore,this research is carried out around the following questions:(1)Can the application of CSE in the FA improve students’ writing skills? Does it have the same influence on the writing skills of students at different proficiency levels?(2)How does the application of CSE in the FA affect students’ writing strategies?In order to answer the above two questions,this research will be based on the theory of communicative language ability and socioculture,using a combination of qualitative and quantitative methods to analyze a total of 100 students in two classes in the first year of a high school in Harbin.The participating classes are divided into experimental class and control class.The experimental class combines the application paradigm of the CSE in the FA for English writing teaching,while the control class doesn’t.After collating and analyzing the data,the following findings are obtained.First,the application of CSE in the FA can improve students’ writing skills.At the same time,Students in low-score group make great progress on English writing skills,followed by middle-score group and high-score group.Finally,the application of the CSE in the FA can improve students’ English writing strategies.This research also brings some enlightenment to English teaching.Firstly,Teachers are supposed to apply CSE in the FA of English writing teaching in order to improve the teaching effect.Secondly,CSE should be student-centered and teachersled.Third,the training of teachers and students should be stressed during the use of CSE in the FA.Finally,due to the short experimental period and limited experimental sample capacity,there are some shortcomings in this paper.In the future,more in-depth and detailed research is required.