| In English teaching,we commonly regard writing as the embodiment of students’ comprehensive English ability,and the carriers of writing are sentences and paragraphs.Therefore,the ability of choosing words and building sentences into paragraphs is the basic ability of writing.However,in high school writing teaching,due to the students’ fear of writing difficulties,many high school students treat writing practice negatively,and it is difficult to write a smooth and excellent article with various sentence patterns.Considering that the students in their daily writing attempt to use the attributive clauses frequently but the error rate of using attributive clauses is high,the goal of this research is to improve English writing teaching in high school and boost students’ English language competence.At the same time,the author also finds that the traditional,single outcome evaluation makes the efficiency of students’ writing practice very low.In addition,the curriculum standards recommend teachers to use portfolio evaluation and other process evaluation.Therefore,with attributive clause as the breakthrough point,this study adopts action research method to apply portfolio-based assessment to English writing teaching in senior high school.The method of educational action research is mainly used in this research.The research questions are as follows:1.Can the senior three students’ errors of attributive clauses in a sentence be lowered by the application of portfolio in English writing teaching ? If so,what kind of errors can be reduced?2.Is portfolio effective in decreasing senior three students’ avoidance reaction towards writing attributive clauses English writing? If so,in what ways?The whole research lasted more than half a year,and the objects of study were fifty-five students in senior three class 24.The research is made up of three rounds:(1)the first round is to have a try and explore,which mainly focuses on the application of portfolio in correcting and lowering students’ errors of attributive clauses in a sentence.If so,what kind of errors can be reduced?(2)The second round is the adjustment and improvement stage,which mainly focuses on the process of personalizing and systematizing the error-prone points of attributive clauses to help the teacher adjust the teaching plan and teaching content.(3)The third round is the improvement and application stage,mainly aiming at whether the application of portfolio assessment in English writing is effective in decreasing students’ avoidance reaction towards writing attributive clauses English writing.If so,in what ways?After the research,the main conclusions are as followed:1.The application of portfolio in English writing teaching can lower attributive clauses errors in senior three students’ writings.By analyzing the error frequency of the misuse of relative pronouns,relative adverbs,prepositions + relative pronouns,and relative words of restrictive and non-restrictive attributive clauses in students’ writing practice,the application of portfolio in English writing teaching has finally reduced the attributive errors in senior high school students’ writing.2.The application of portfolio in English writing teaching can decrease senior three students’ errors of attributive clauses when writing in a discourse.Attributive clauses in the text is used to define,supplement and embellish the antecedent.By analyzing the mistake rate when writing attributive clauses in a discourse,the application of portfolio in English writing teaching has eventually reduced the discourse errors in attributive clauses.3.The application of portfolio in English writing teaching is effective in decreasing students’ avoidance reaction towards writing attributive clauses English writing,and can better the correctness of attributive clauses in senior high school students’ writing.Through the writing training of portfolio,the mistakes of attributive clauses in students’ writing are significantly reduced,which makes the senior three students more confident when writing attributive clauses and more eager to apply attributive clauses when writing a passage.In conclusion,the significance of this study is to enpower students’ ability to use attributive clauses in writing,boost their interest in writing,enhance their confidence in writing,and improve their comprehensive ability. |
