An Application Study On Labov’s Analysis Pattern In Senior High School English Continuation Writing Teaching

Continuation writing has been listed as one of the compulsory tasks in the English Gaokao in such provinces as Zhejiang,Shandong,and Hunan since 2016,but there are many problems existing in students’ continuation writing,such as lack of logical plots and inconsistency of contents.These problems lead to poor quality of students’ continuation writing,which is mainly due to the incomprehensive understanding of the given material.Improving students’ understanding of continuation writing can contribute to better alignment between students’ continuation writing and the given material.According to the relevant literature,the application of Labov’s analysis pattern is conducive to students’ comprehension of the given material,which results in a successful continuation writing.Based on this research background,the author applies the Labov analysis pattern to senior high school English continuation writing teaching in order to verify the positive effect of this pattern on continuation writing teaching and provide effective strategies for future senior high school English continuation writing through experimental research.This study aims to explore the effect of the application of Labov’s analysis pattern in senior high school English continuation writing teaching.Based on the input and output hypothesis and interactive alignment theory,this thesis aims to answer the following three research questions:(1)What is the status quo of senior high school continuation writing teaching?(2)What is the effect of Labov’s analysis pattern on students’ continuation writing?(3)What are the effective strategies for the application of Labov’s analysis pattern in senior high school English continuation writing teaching?To answer the above questions,three-month experimental research was conducted in a certain senior high school in H City,Hunan province.In this experimental study,10 English teachers and 84 students from Senior Two have been invited to be research participants.Students are from two parallel classes,G2101 and G2102.G2101 is the experimental class(EC),in which Labov’s analysis pattern has been applied to continuation writing teaching,and G2102 is the control class(CC)where the previous continuation writing teaching method,namely the Liuhe(5H1W)analysis method,has been used.Questionnaires,interviews,and tests have been used as research instruments to collect data.SPSS 25.0 is used to collect and analyze quantitative data.Based on the analysis and discussion of the data,some conclusions can be drawn.In terms of the status quo of senior high school continuation writing teaching,teachers are well-equipped to teach continuation writing,but students still have many problems with it.The main problems lie in the integrity and plausibility of the content,the variety and accuracy of grammatical structures and vocabulary,and the coherence of the whole text.In terms of the effect of Labov’s analysis pattern upon students’ continuation writing,it can improve students’ continuation writing performance,especially in the two dimensions:integrity and plausibility of the continuation writing content and coherence of the whole text.In terms of effective strategies for the application of Labov’s analysis pattern in senior high school continuation writing teaching,teachers are supposed to use Labov’s analysis pattern to analyze the given material before and in class in order to help students figure out the surface information and dig into deep information.After class,teachers should require students to finish the continuation writing task with the same topic.