An Empirical Study On The Effects Of Continuation Task On Senior High School Students' English Writing

In 2012,Professor Wang Chuming proposed the application of the continuation task to improve the efficiency of foreign language learning.In addition,with the implementation of the reform of the New College Entrance Examination,the types of continuation task are gradually popularized from Zhejiang,Shanghai and other pilot provinces to the whole country.Therefore,the application of the continuation task has attracted extensive attention and become a research hot spot.Writing is generally viewed as a key element in English learning.However,in the current high school English writing training,how to effectively improve the writing performance and reduce high school students' anxiety about English writing is a major problem.This thesis aims at making an experimental study of the application of the continuation task to English writing in high school and focuses on the following two questions: 1.What is the effect of continuation task on senior high school students' English writing performance? 2.How effective is it in reducing senior high school students' English writing anxiety?The subject of this research consists of 100 senior high school students from two paralleled classes in Guan Tao No.1 Middle School.Before the experiment,all the students from CC and EC took the pretest and pretest questionnaire.In the experiment,the traditional writing teaching method continued to be used in CC,while the continuation task was applied to the writing teaching in EC.The students from the two classes were required to finish 8writing tasks.After ten weeks,the post test and post questionnaire were conducted in both classes.And 10 students from EC were chosen at random to be interviewed.SPSS 25.0 was used to analyze and discuss the collected data.It was found that there were significant differences between EC and CC after the experiment and that continuation task was more helpful to improve the English writing performance of senior high school students and reduce their writing anxiety.Finally,the inspiration and limitations of this empirical study were analyzed.Some related suggestions were put forward for future research.