A Study Of The Application Of The Lexical Approach To Continuation Task Instruction In Senior High School

As a new form of writing task,Continuation Task,advocates the combination of comprehension and output,to improve the efficiency of foreign language learning and enhance students’ writing levels.However,due to the influence of test-oriented teaching,today’s Continuation Task instruction is still only a rigid combination of reading and writing,and a large number of mechanical and prefabricated classroom activities lead to students’ inability to fully develop their imagination and creativity in the process of continuing writing.In addition,students always learn vocabulary and grammar in an isolated way,which leads to improper use of vocabulary and grammar in Continuation Task.Therefore,in order to solve many problems in the existing Continuation Task instruction,many scholars have conducted a lot of explorations on how to build a more efficient and reasonable Continuation Task teaching method.Among them,the Lexical Approach,as an efficient teaching method,has recently received a lot of attention from scholars.Lexical chunks,which integrate syntax,semantics,and context,are fixed or semi-fixed linguistic structures that play an extremely important role in language output.Based on this,in order to explore a more efficient teaching method in Continuation Task,this research attempts to apply Lexical Approach to high school English continuation lesson through an experimental study,aiming to answer the following three research questions:(1)What are the effects of the Lexical Approach on senior high school students’ learning attitudes towards Continuation Task?(2)What are the effects of the Lexical Approach on the writing score of senior high school students in Continuation Task?(3)What are the effects of the Lexical Approach on high school students’ linguistic performance in terms of accuracy,richness,and fluency in Continuation Task?This study lasts for three months and it takes two parallel classes in the second grade of a senior high school in Guangzhou as the research subject,with a total of 78 students,and the two classes were randomly divided into an experimental class and a control class,each with39 students.During the experiment,the experimental class was taught using the Lexical Approach,while the control class was taught using the traditional teaching method.After the experiment,the author uses software such as SPSS26.0 and Ant Conc3.5.8 to conduct statistical analysis and then discusses the research problems,and the results show that:(1)After the experiment,the situation of high school students’ learning attitudes towards Continuation Task has been improved.Most of the students’ interest and confidence in Continuation Task has been greatly enhanced,and they have clearer and more explicit learning behaviors and reasonable motivation in Continuation Task.(2)The Lexical Approach can significantly improve high school students’ writing score in Continuation Task,and after the experiment,the experimental class students’ Continuation Task scores have been significantly improved.(3)The Lexical Approach can significantly improve high school students’ linguistic performance in Continuation Task,making students’ use of chunks richer,more accurate,and more fluent.The above findings have certain reference significance for domestic high school English teachers.This study enriches the research related to the exploration of the teaching modes in Continuation Task and has certain implications for creating a more effective Continuation Task lesson for high school students.