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Grammatical competence refers to the proficiency and application of grammatical knowledge at the sentence and discourse level, as well as the linguistic ability to understand, monitor, manipulate grammatical rules and generate sentences, which is built on grammatical skills (Bai, 2015). Second language grammatical competence is an important part of SLA and plays a vital role in developing language awareness, language acquisition, and language ability of ESL learners (Larsen-Freeman, 2005). And grammatical development is partly a matter of growing “competence” and partly a matter of increasing “performance” capacity (Dai, 2018). Therefore, the importance of second language grammatical competence to L2 learners’ language learning is self-evident.

However, most current researches on grammatical competence focus on the acquisition and development of grammatical competence of language learners in colleges and universities, and there is a lack of research on basic Education (Collins, Ruivivar, 2021; cited in Li & Xu, 2022). But the basic education stage is a critical stage for L2 learners. The development of L2 learners’ grammatical competence at this stage will play a crucial role in their later language learning. In accordance with The National English Curriculum Standards of Compulsory Education (2022 edition) (Hereafter NECS), in language use, grammar knowledge is a continuum of“Form-Meaning-Use”, which is closely connected with the knowledge of phonetics, vocabulary, discourse, and pragmatics, and directly affects the accuracy and appropriateness of language understanding and expression. At the same time, NECS emphasizes the importance of changing the way and method of grammar teaching, and advocates adopting the teaching method that is beneficial to students’ active exploration, discovery and analysis of grammar. Therefore, the teaching method that simply explains grammar knowledge to students and the learning method that makes students passively accept grammar knowledge should be abandoned (Cheng, 2022).

1.2 Research Purpose and Significance

1.2.1 Research Purpose

The author uses performance assessment for grammatical competence to assess students’ writing products from the performance tasks to explore the influence of performance assessment on the grammatical competence of students in junior high school, to develop their comprehensive language use competence, especially grammatical competence, and to enhance their interest in grammar learning. In the meantime, the author will solve the problems in the process of implementing action research.

1.2.2 Research Significance

1. Theoretical Significance

By discussing the significance of grammatical competence and reviewing the theoretical basis of grammar acquisition and performance assessment, the thesis analyzes the relationship between performance assessment and students’ grammatical competence. Based on this, considering that integrating Teaching-Learning-Assessment (ITLA) is a newly proposed theory, there are few pieces of research on grammar assessment. Therefore, first, the thesis will enrich the empirical findings about ITLA by applying performance assessment to English grammar instruction. Second, the本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。