The Effects Of The “Iterative Continuation” On English Verb Phrases Learning

Continuation task was put forward by Professor Wang Chuming in 2012 in order to improve the effect of learning.Reading-writing integrated continuation requires learners to read the story,with its ending removed and complete it through writing creatively and logically.This writing task has been paid more and more attention by some researchers.In order to increase the interactive alignment effect of reading-writing integrated continuation,Wang Chuming(2018)put forward its variant of reading-writing integrated continuation----“Iterative Continuation” so as to facilitate important role of continuation.Besides,verb phrases are generally defined as combination of a verb and an adverb,or a verb and a preposition or a verb with both adverb and preposition.In the process of learning English,students will learn many verb phrases.Besides,verb phrases are often widely used in writing and speaking and it plays a critical role in language learning.This research is an experimental research.The current study aims to investigate the effects of iterative continuation writing task on the learning of English verb phrases.The following three research questions are discussed in detail: Firstly,can “iterative continuation”affect the alignment of verb phrases to senior high school students? Secondly,can “iterative continuation” affect the verb phrases on accuracy to senior high school students? Thirdly,can“iterative continuation” affect the verb phrases on variation to senior high school students?The 80 subjects are from two parallel classes in an ordinary high school in Bao Ding,Hebei Province.One class was chosen as experimental class,the other was control class.The research instruments mainly involves students’ two compositions in College Entrance Examinations.Before the experiment,the participants of two classes were ask to do the composition of College Entrance Examination in 2018 so that the mastery level of accuracy and variation on verb phrases can be analyzed.During the 10-week writing experiment,the experimental class took the iterative continuation writing,while the control class adopted the summary writing,in the process of writing training,the author analyzed the alignment effect on verb phrases.After the experiment,the College Entrance Examination composition in2019 was distributed to test whether iterative continuation writing can improve the acquisition of verb phrases on accuracy and variation.After collecting students’ compositions,the author classified and marked the verb phrases according to Quirk et al(1985).And then the following conclusions are obtained after analyzing the data on verb phrases by SPSS.17 and Ant Conc: First,compared with the summary writing,the iterative continuation writing can obviously improve the alignment effect on verb phrases.Second,compared with the summary writing,the iterative continuation writing can effectively improve the acquisition of verb phrases on accuracy.Third,compared with the summary writing,the iterative continuation writing can not obviously improve the acquisition of verb phrases on variation.The research yields some beneficial implications for the development of the iterative continuation writing and verb phrases.First of all,students need to get a full preparation before writing training so as to eliminate the anxiety of writing.Secondly,English teachers need to select the appropriate reading materials which can intensify the quality of input and output.Thirdly,urging students to re-read the materials and create interaction between reading and writing.Finally,teacher should teach verb phrases systematically so that students can master the collocations and usages.