A Study On The Application Of Iterative Continuation Task To English Writing Teaching In Senior High School

Writing is one of the basic abilities in language use.The complexity and comprehensiveness of the writing process make students easily influenced by cognitive,emotional and other factors during the writing process.Under the backdrop of the establishment and the reform of the College Entrance Examination,students generally feel anxious and eager to improve their English writing ability to cope with the new type of English writing,the Reading-writing Integrated Continuation Task.In 2018,Professor Wang Chuming developed the Iterative Continuation Task based on the Reading-writing Integrated Continuation Task to enhance learners’ interaction with the original text and enhance the alignment.However,there is still a lack of research on the application of the Iterative Continuation Task to English writing teaching in senior high school.Based on this,this thesis combines the Iterative Continuation Task with senior high school English classrooms,and explores the application of the Iterative Continuation Task to senior high school English teaching by means of experimental research.This thesis aims to address two questions:(1)How does the Iterative Continuation Task affect the level of English writing anxiety among senior high school students(from cognitive anxiety,physical anxiety and avoidance behavior)?(2)How does the Iterative Continuation Task affect the English writing ability of senior high school students(from content,organization,vocabulary and language use)? This thesis selected two parallel classes in the first grade of Zhouqu Senior High School in Lanzhou New Area as the research subjects and conducted a twelve-week experiment.Class 1 was the experimental class,using the Iterative Continuation Task,and Class 2 was the control class,using the Product Approach.Using the Second Language Writing Anxiety Scale and the 2017 NMET English National Volume I Writing Test as the pre-tests for writing anxiety and writing ability,and the same questionnaire and the 2018 NMET English National Volume I Writing Test as the post-tests to test the current level of students’ English writing anxiety and writing ability.After the experiment,the obtained data were statistically analyzed using SPSS 25.0 for Independent Sample T-tests and Paired T-tests,and the following conclusions were drawn:1)The Iterative Continuation Task can effectively reduce students’ English writing anxiety,especially in somatic anxiety and cognitive anxiety.2)The Iterative Continuation Task has certain help in improving students’ English writing ability.Specifically,it can effectively strengthen students’ learning of content,vocabulary,and language use in English writing,but the learning effect in terms of writing organization is not significant.Based on this,this thesis proposed the following three suggestions: 1)In the teaching of reading and writing class,teachers should urge students to repeatedly read materials,promote alignment between students and the source text materials,and subtly promote students’ language learning.2)Teachers should encourage students to read more in the original text and strengthen interaction with the original text in order to encourage students to write carefully.3)Teachers should inspire students to take good notes while reading,design relevant logical questions,encourage students to learn excellent expression,urge students to pay attention to language use,and help students grasp the direction of the Iterative Continuation Task.