Research On The Application Of Dynamic Assessment To English Reading Class In Senior High School

Reading is regarded as the most economical and reliable way to accumulate knowledge and experience.Currently,English reading instruction in senior high school is still mainly based on the static assessment.In the static reading pattern,it is difficult to involve the students in classroom activities and focus on individual differences,which is not conducive to the accomplishment of the requirements of the new curriculum standards for senior high school students.Dynamic Assessment(DA,henceforth),as a newly-born approach,effectively combines assessment with teaching,diagnoses problems existing in the learning process and provides effective interventions in order to the development of language ability.Based on Vygotsky’s Sociocultural Theory and Poehner’s second language development model under the framework of DA,the thesis intends to explore the implementation of DA into senior high school reading instruction,which aims to answer the following questions.(1)Does the DA-based reading model improve the learners’ English learning interest and class involvement?(2)How does the DA-based reading model affect the learners’ English reading ability?Focusing on the above two research questions,this study carried out a DA-based research experiment that continued for approximately four months and selected 114 senior one students from Yudu 2nd Middle School in Ganzhou City as participants.In accordance with plenty of DA research results at home and abroad,this study constructed a DA theoretical framework and application model for English reading teaching in senior high school.In the course of the experiment,the controlled class received the traditional English reading teaching model,while the DA-based reading model was implemented in the experimental class.The experimental process included the stages of participant selection,questionnaire distribution,pre-test,DA mediation,post-test,and interview.After the teaching experiment,the author makes a quantitative analysis of the questionnaires and tests data via SPSS 23.0 and qualitatively analyzes the students’ interview transcripts.The results of the post-experimental questionnaire demonstrate that the students in the experimental class have gradually held a positive attitude towards English reading and become more interested in the reading class.The results of reading comprehension scores indicate that the DA-based reading model is beneficial to the students’ English reading ability,firstly in understanding details and inferring information,and secondly in understanding the main idea of the article.However,the students keep unchanged in the reading ability of guessing new words.According to the interview results,the students are more inclined to the DA-based reading teaching model,claiming that their reading ability has improved because of the new reading model.In short,this study provides a new theory and new teaching model for senior high school reading pedagogy,and also makes the evaluation methods develop in a procedural,comprehensive,and diverse direction.