Chapter 1 Introduction
English, as one of the most dominant carrier and tool forinformation and cultural exchange, has become increasingly important. In China, English has been made a compulsory subject in many schools from primary to higher education. English in senior school is of great importance because it is a practical and necessary part for students to have the chance to communicate with it in their real life and get higher education. However, there is no denying the fact that English in senior school is one ofthe most difficult and time-consuming but low efficiency subject at present，especially schools in mountainous areas like Hanbin District in Ankang. As a foreign language for Chinese students, English learning is influenced by many factors. Among these factors are students' language learning strategies (LLS) and teachers' assessment. Pioneers since1970s have been aware that LLS have the potential to be “an extremely powerfol learning tool” (Hashenmi, Masoud Hashemi, 2017:280). Hence it is urgent to find ways to promote students English language learning strategies and learning efficiency. Although much progress has been made in researches on students’ English language learning strategies and education assessment respectively, the relevance between the both are rare, let alone the effects of formative assessment on students' English learning strategies in senior school. So in this research, the author just tries to seek for the methods to study the effects of formative assessment on senior students' English learning strategies and make up for the blank. The following are situations for the research.
英语，作为一个最具统治力的载体和工具的forinformation和文化交流，已经变得越来越重要。在中国，英语已经在许多学校从小学至高等教育的一门必修课。高中英语是非常重要的，因为它是一个实用和必要的部分，让学生有机会与它沟通，在他们的现实生活中，并获得更高的教育。然而，无可否认的事实，英语高中之一的最困难和最耗时的，但效率低，当前，尤其是在安康市汉滨区等山区学校主题。作为一门外语的中国学生，英语学习是由许多因素的作用。在这些因素中，学生的语言学习策略（LLS）和教师评价。自从1970年先锋已LLS有潜力成为“极其力量雄厚，英语论文，学习工具”（Hashenmi，马苏德·哈什米，2017:280）。因此，当务之急是要想方设法，以促进学生的英语语言学习策略和学习效率。学生的英语学习策略和教育评估探讨虽然已取得很大进展，两者之间的相关性是罕见的，更遑论形成性评价对学生的高中英语学习策略的作用。因此，在这项探讨中，笔者只是试图寻求措施，形成性评价对高中学生英语学习策略的作用进行探讨，弥补空白。
1.1 Background of the research
1.1.1 Necessities for study LLS in the research school
With the growth of the scale of English education, large quantities of manpower,material and funds has been poured into it，but English in senior schools is still expectedto be improved, especially the rural schools in remote mountainous areas. It is the samewith Wuli Senior School. Located in a small rural town where only 20 minutes or so totake a bus to downtown of the city of Ankang, it is a big challenge for the school because it is more likely for students who do well in their academic performance to choose suburbschools that can provide better facilities and better environment to promote. Thefollowing is the comparison of academic achievements for students to be enrolled in thethree senior schools in the city of Ankang from 2017 to 201 l(Statistic only).
From the above, it can safely confirm that English teaching and learning in thisschool really matters. Like many other schools，英语论文，some students in the research school do really well in their English, while some others have suffered a lot no matter how theyconstantly try. Gradually, those students who don't do well in English are more likely tolose their self-confidence and self-esteem(Chainot, 1994)，and what's worse, they won'ttry their best in this subject
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