An Analysis Of High School Grade One Students’ Cognition And Ability On English Continuation-writing Task In Inner Mongolia In The Context Of New College Entrance Examination Reform

On June 27,2022,the Implementation Plan of the Inner Mongolia on Deepening the Comprehensive Reform of Examination and Enrollment of Regular Institutions of Higher Learning was officially issued.As one of the eight provinces and regions in the fifth batch to launch the comprehensive reform of college entrance examination,the Inner Mongolia will implement the comprehensive reform of college entrance examination from the first year of regular senior high schools enrolled in the autumn of 2022.The biggest impact of this reform on teachers’ teaching and students’ learning is the increase of the Continuation-writing task.From the feedback of other provinces and cities that have implemented the reform,it can be seen that the Continuation-writing task have higher requirements for students’ English ability,which will lead to students’ fear of difficulty,affecting the improvement of reading and writing performance.In addition,it is difficult for teachers to form an effective teaching model in a short time in the face of the new type of questions,and students have no writing strategies and methods to use in the practice of the Continuation-writing task,so there are problems in the process of reading and writing compositions that are different from those in the past.In view of the above problems,based on the Xu-theory and interaction alignment theory,this study aims to clarify the awareness and attitude of students in Inner Mongolia when continuing writing,based on which the corresponding teaching strategies are proposed.In this study,questionnaires,composition tests and other instruments were adopted,and the thinking aloud protocols was combined to investigate and study three classes in three schools of different levels in Inner Mongolia,aiming to understand the following three questions:(1)What are the students’ awareness and attitudes toward the continuation-writing task in the context of the CEE reform?(2)Which level are the students at about writing performance of the continuation-writing task in the context of the CEE reform?(3)What are the writing errors made by different-level students in the continuation-writing task? What are the reasons for the errors?This study conducted a writing test for classes with different English levels,and conducted a questionnaire survey on students’ awareness and attitude towards the new writing task by using multiple choice questions and Likert scales.In the process of continuing writing tests,the author analyzes the writing process of students by using thinking aloud protocols,and draws the following conclusions:First of all,under the background of the new college entrance examination,the awareness and attitude of Grade 2022 senior One students when they continued to write after finishing the reading improved.Secondly,for the reflection phase of the new questions and different English level of students’ writing performance difference in performance,performance in vocabulary,grammar and discourse structure and ideological content,etc.Among them,the writing performance of middle and high level students shows a certain similarity,but there is a great difference between low level students and middle and high level students.Finally,there is a big gap in the types of writing errors among students with different English levels.Students with high and intermediate levels make fewer ontological errors and text errors,while students with low levels make a lot of ontological errors.High and intermediate level students mainly make textual errors,and some intermediate level students also make some textual errors.This paper puts forward countermeasures according to the wrong causes of different English writing errors,and provides applicable teaching methods for front-line teachers,which from the selection of reading materials to the cultivation of writing performance.