A Study On The Application Of The Continuation-task Method To English Writing Instruction Among Non-english Majors

As one of the basic language skills, writing represents the comprehensive abilities of learners, which plays an indispensable role in language acquisition. However, the present situation of English writing instruction is not satisfactory, especially in the field of college English. Although English teachers have devoted a lot to the writing instruction, the result is still far from satisfactory because students’ writing is still on the relatively low level. Lots of researchers have been endeavoring to find effective ways that could help students improve English writing. Based on the theory of second language acquisition, Professor Wang Chuming advocated “continuation-task method” in writing with the purpose of improving students’ writing capacities by developing the uncompleted texts. The method combines reading with writing, integrates language input with output, emphasizes the importance of contextual knowledge of the texts, builds creative use of language on imitation, and enables students to use what they have learned immediately. The domestic researches in this field have been developed increasingly, however, few of the studies conducted by choosing non-English majors as subjects focus on the effects of continuation-task method on the content, organization and language of students’ writing respectively.Based on Krashen’s Input Hypothesis, Swain’s Output Hypothesis and Wangchuming’s Compensation Hypothesis, this study tries to answer these research questions: 1) Does continuation-task method have significant effects on improving non-English majors’ writing? 2) Compared with traditional writing instruction, can continuation-task method significantly improve the content, organization and language of students’ writing respectively? 3) What is the non-English majors’ attitude towards continuation-task method?The subjects of the empirical study are 63 sophomores from Art College of a university in Lanzhou. The instruments are two writing tests and an interview. The study lasted 16 weeks. Before and after the application of continuation-task method, writing tests were conducted, serving as the pretest and the posttest. After posttest, the interview was employed in the experimental class to inspect subjects’ attitude towards continuation-task method. All the data in the experiment were collected and analyzed through Independent Sample T-test with SPSS 17.0. The major findings from this study are as follows:Firstly, continuation-task method has a significant effect on improving non-English majors’ writing. It actively stimulates students’ inspiration for writing and provides the opportunity of imitating useful expressions from the source texts.Secondly, compared with the traditional writing instruction, continuation-task method can significantly improve the content and language of non-English majors’ writing while it has no positive effects on organization. The source texts are full of interesting plots that students can complete the ending according to the abundant context knowledge. Meanwhile, there are a large number of authentic words, phrases and sentence patterns in source texts from which students can benefit a lot.Thirdly, continuation-task method has significant effects on arousing non-English majors’ writing interest, which is easier for them to acquire sense of achievement. Most students would like to keep on doing continuation task in their future writing classes.There are three pedagogical implications for the development of English writing instruction. Firstly, teachers should make full use of moderate texts from textbooks and extracurricular reading materials so as to arouse students’ interest and improve their writing. Secondly, teachers should give timely feedback to students’ compositions and pay more attention to the process of making progress in students’ writing, which is a great way to retain their enthusiasm in writing. Thirdly, teachers should contrive to narrow the wide gap between high proficiency students and poor proficiency students by means of paying special attention to those who have poor language foundations.The study still shows a variety of deficiencies. Therefore, it is necessary for the further research to be carried out.