The Effects Of Senior High School Students’ Native Language Proficiency And English Proficiency On Their English Continuation Writing Scores

English writing skill is one of the core skills in second language acquisition.As a new type of English writing in the college entrance examination,English continuation task（ECT）lays higher requirements on the English writing ability of high school students.Language proficiency refers to the level of language skills or language abilities.Students’language proficiency is closely related to their English writing ability,while its impact on their ECT performance is unclear,so it is necessary to carry out relevant research.In this study,344 senior high school students of Grade 3 in a school of Zhangzhou city,Fujian Province were selected as the research subjects.Using statistical analysis method and interview method,this study tries to explore:1)How are the native Language proficiency and English proficiency of high school students?2)Are there any correlations among high school students’Chinese achievements,English achievements and their scores of ECT?If so,what kind of correlation is it?3)Do the native language proficiency and English proficiency of senior high school students have any effects on their performance in English continuation task?If so,what is the impact?Besides,to verify the quantitative data in the research,the author randomly selected 24 students for the interview.The results show that:1)The average Chinese score of high school students is 94.96points（total points:150）,indicating that the mother tongue of high school students is at the medium level.The average English score of high school students is 85.39（total points:150）,indicating that their English proficiency is under the medium level.2)There is a moderate positive correlation between Chinese achievements and ECT scores of senior high school students.Chinese scores can explain 17%variance of ECT scores（r=0.416,r~2=0.17）.There is a high positive correlation between English achievements and ECT performance,and the former can explain 53%of the variance of ECT scores（r=0.727,r~2=0.53）.There is a moderate positive correlation between Chinese achievements and English achievements（r=0.425）.After the variable of“English achievements”was controlled,the relationship between Chinese achievements and ECT scores was greatly affected.After the variable of“Chinese achievements”was controlled,the strength of the association between English achievements and ECT scores is slightly affected.3)Native language proficiency and English proficiency have a positive impact on ECT scores,which can positively predict 54.2%of ECT scores jointly.The estimation model of regression analysis is Y=-10.757+0.070X₁+0.175X₂（Y refers to ECT scores,X₁to native language scores,and X₂to English scores）.Based on the research results,the author puts forward some suggestions to the English teaching:1)Creating a good language environment and cultivating students’English thinking ability to effectively reduce writing errors caused by negative transfer of mother tongue and improve students’English proficiency;2)Having a better understanding of the characteristics of English and native language to promote the symbiosis and mutual accommodation of English and Chinese.