A Study On The Formative Assessment Of English Vocabulary Learning Of High School Students Based On China’s Standards Of English

Vocabulary learning is an important part of language learning and is the foundation of fostering all language skills.When conducting English teaching,senior high school teachers often spend a lot of time on vocabulary teaching but have little effect,because students lack initiative and effective learning methods in language learning.They heavily rely on teacher’s management and supervision and learn words mainly by rote memorization,which results in miserable experience when learning vocabulary.In addition,most teachers evaluate students’ performances by the final examination rather than the application of formative assessment in English teaching.In other words,they ignore the dynamic development of students and do not cultivate students’ learning abilities from a developmental perspective.English Curriculum Criteria for Regular High School(2017 Edition)points out that the teaching assessment of core competencies in English subjects should be mainly by formative assessment.China’s Standards of English(CSE)issued in 2018 can be applied to many aspects of teaching English,including teaching assessment,which can provide practical framework guidance for formative assessment,so the formative assessment standards for English teaching can be developed by referring to the relevant descriptors in the CSE.Based on this,this paper will rely on the CSE to make formative assessment of English vocabulary learning in senior high school.Based on constructivist learning theory,this paper mainly discusses two questions.The first one is whether the application of the CSE to the formative assessment of English vocabulary learning in senior high school can help improve students’ English vocabulary scores.The second one is what impact it will have on students’ vocabulary self-learning ability when applying the CSE to the formative assessment of English vocabulary learning in senior high school.The study participants of this thesis are 97 senior students in the first grade of two ordinary classes in senior high school in Meitan County,Guizhou Province,and the research adopts the teaching experimental method with 12 weeks’ experimental period.The research tools are questionnaires,English vocabulary test papers and interviews.During the experiment,the formative assessment of vocabulary learning based on the CSE is implemented in the experimental class.The formative assessment tools such as vocabulary learning contract,dictation record sheet,vocabulary learning self-evaluation form,group learning,and portfolio are used,and there is a vocabulary lesson in each unit.Students in the control class learn English vocabulary by traditional ways.Students in two classes attend English vocabulary test before and after the experiment,and the data is processed by using analytic software SPSS26.0.After data collection,the author compares the changes in vocabulary scores of the two classes.Before and after the experiment,the questionnaire survey is conducted in the experimental class and six students are randomly selected for interviews to explore how the students’ level of self-learning ability changes.The results show that in terms of vocabulary score,the experimental class is much higher than the control class.At the same time,after the experiment,the students’ vocabulary self-learning ability in the experimental class has been improved in all dimensions,and the students’ vocabulary learning autonomy level has been greatly improved.Therefore,the application of the CSE in the formative assessment of high school English vocabulary learning can not only effectively improve students’ vocabulary scores,but also improve students’ vocabulary self-learning ability,which has certain enlightenment for the use of formative assessment in English teaching in the future.