The Effects Of Intensified Continuation Task On The Acquisition Of Subjunctive Mood For High School Students

As a new English testing method,the continuation task which closely combines reading and writing,as well as input and output,has been given more and more attention from both the academia and practitioners.In the meantime,many studies have shown that this method does play an effective role in promoting learning,including promoting the acquisition of second language vocabulary,and promoting the fluency and accuracy of writing.This thesis is based on Xin Sheng's(2017)experiment,which aims to study whether the intensified continuation task can effectively promote high school students to acquire the subjunctive mood.Thus the ST2 of CLEC(Chinese Learner English Corpus)has been taken as a reference to discussing the following issues: 1)Does the intensified continuation task promote the high school students' acquisition of the subjunctive mood? 2)How will the intensified continuation task affect the acquisition of subjunctive mood? 3)Compared with the subjunctive errors in the corpora,does the intensified continuation task make any difference to the types of subjunctive mood?In this study,118 students from three classes in a senior high school in Shanghai participated in this experiment,which adopts the mode of ?pretest-intervention-posttest-delayed posttest?.In the process of intervention,both Class B and Class C carry out the continuation task,but the reading material is a little bit different.The reading material of Class B is not processed except for the necessary Chinese annotation,while the sentences involving subjunctive mood of reading material in Class C are clearly underlined and made bold.Then all the data will be collected and typed into SPSS 24 to calculate if there is a significant improvement in correctness of each group over time by one-way ANOVA of repeated measures and by independent sample t-test to determine whether there is a significant difference between the correct rates of the two groups.After the experiment,there is a questionnaire for investigating whether the task conditions redistributes the student's attention.The results show that: 1)the intensified continuation task can effectively promote high school students' acquisition of subjunctive mood.2)The intensified continuation task has different promoting effects on different types of subjunctive moods,the effect is more obvious for the past form,but less obvious for the original form.3)According to the corpus,the most frequent errors in high school students who have already learnt subjunctive mood are the present forms,then are the perfective forms,last are the original forms.Meanwhile,in the continuation task,the main errors are the perfective forms,followed by present and original forms.Last,the frequency of errors in intensified continuation task is perfective,original and present form.Finally,based on the above research results,this study put forward some suggestions and measures for English grammar teaching in middle school.