Study on the Improvement of Students’ Grammar Ability in the College English Teaching
- DOI
- 10.2991/emim-16.2016.90How to use a DOI?
- Keywords
- Portfolio; Portfolio assessment method; College English teaching; Evaluation; Grammar ability
- Abstract
It’s necessary to find a good way to improve college students’ grammar ability. Portfolio assessment is a qualitative evaluation which was formed and developed in the movement of Western education evaluation reform. Teachers can use this kind of evaluation method to guide students to collect and record their own performance. Based on the constructivism theory, the paper carried out an 15-week long experiment in which two classes of students are taught by different teaching method. One class is the experimental group in which students were taught by the portfolio assessment method.The other is control group in which students are used with the traditional grammar teaching method.After the experiment, the students’ scores of grammar part were collected and put into the computer to analyze by the spss software. When comparing with the results of pretest and posttest through the independent sample test and the paired samples, we can see that the students in the experimental group made greater improvement than those in the control group. At last, the paper discusses the problems and results conducted and brought in its application, which can be expected some inspiration in the future of English teaching.
- Copyright
- © 2016, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Peng Cui PY - 2016/04 DA - 2016/04 TI - Study on the Improvement of Students’ Grammar Ability in the College English Teaching BT - Proceedings of the 6th International Conference on Electronic, Mechanical, Information and Management Society PB - Atlantis Press SP - 416 EP - 421 SN - 2352-538X UR - https://doi.org/10.2991/emim-16.2016.90 DO - 10.2991/emim-16.2016.90 ID - Cui2016/04 ER -