A Study On The Application Of Continuation-task Method From The Perspective Of Context Theory To English Writing Teaching In Senior High School

Writing not only manifests a student's comprehensive ability of using a language,but also can be used as an effective way to develop students' logical thinking and creativity.However,writing teaching is a weak part in the current English teaching in senior high school.The problems are mainly reflected in the inflexibility of the teaching model and the overlook of developing students' logical and creative thinking,which make students lack writing strategies and motivation,and make them feel difficult to improve writing scores.Therefore,it is imperative to improve the current English writing teaching in senior high school.Continuation-task Method provides a new perspective to improve English writing teaching in senior high school.This method was put forward in 2012 by Professor Wang Chuming after his in-depth study into the theories of Second Language Acquisition.It is a writing training method that combines with reading comprehension and emphasizes the importance of context.This method is aimed at improving students' writing abilities by requiring them to write supplements of incomplete passages.This method has set off a new wave of researches in China since it was proposed.Context Theory,with an emphasis on the importance of the context in language comprehension and application,provides guidance for the improvement of English writing teaching.The application of Continuation-task Method from the perspective of Context Theory can develop students' context awareness,with which students are able to understand reading materials more accurately,infer the content of the supplements more reasonably,and finally finish the continuation works that are suitable for the context of the original passages.As a result,students' logical thinking abilities can be trained effectively,and their imagination and creativity can be developed.However,until now,there have been few empirical researches studying Continuation-task Method from the perspective of Context Theory,let alone its application in senior high school English teaching.This thesis explores the influence of the application of Continuation-task Method from the perspective of Context Theory on students' English writing strategies,writing motivation,and writing scores.The experiment in this research lasts for 16 weeks and the participants are the students of two classes in Grade Two from Panshan County Senior High School.The students of the experimental group receive the writing teaching model of Continuation-task Method from the perspective of Context Theory,while the control group receives the traditional writing teaching model.Data collection is conducted through pre-tests,post-tests,questionnaires and interviews,and the software SPSS 21.0 is employed for data analysis.Based on data analysis,it can be concluded that the application of Continuation-task Methodfrom the perspective of Context Theory can improve senior high school students' English writing strategies,writing motivation,and writing scores effectively.Furthermore,the researcher offers some suggestions at the end of the thesis,which hopefully can provide guidance for the improvement of the current situation of English writing teaching.