A Study On The Application Of Continuation-Task To English Active Vocabulary Teaching In Senior High School

English vocabulary teaching plays an extremely important role in senior high school English teaching.,which has arisen significantly difficulties for senior high school students especially in active vocabulary teaching.In the process of educational research,the author deeply understands the positive role of the Continuation-task in English teaching,and further explores the application of the Continuation-task in active vocabulary teaching in senior high school English.This teaching experiment mainly adopts three methods: literature research,questionnaire survey and teaching experiment.Two classes with equivalent English vocabulary proficiency are selected in the second grade of a high school in Harbin for nearly one semester to carry out the teaching experiment of applying Continuation-task to active vocabulary teaching.This study raises three questions:(1)What is the effect of pursuing the Continuation-task on the interest of senior high school students in acquiring active English vocabulary?(2)Can the Continuation-task impress senior high school students' memory of active English vocabulary?(3)Compared with the traditional vocabulary teaching model,can the Continuation-task improve senior high school students' English active vocabulary level effectively?At the beginning of the experiment,a pre-test of vocabulary test was carried out for the two classes at the same time.After evaluating the test papers carefully,the results of the two classes were obtained and the data was analyzed,which showed that the vocabulary level of the two classes was comparable,and the two classes could be set up as experimental classes and control classes to ensure the scientificalness of the experiment.In the process of teaching experiment,the author chose comprehensible input materials which were relevent to students' daily life and could not only arouse students' interest in reading but also lead students to further understandable materials containing positive English vocabulary to realize teaching objectives.The task of writing was set up after the students were asked to understand some sentences which covered target positive vocabulary in order to request students to use positive vocabulary they had learnt in continuation.Finally,the content of the students' continuation was evaluated.After the teaching experiment,a vocabulary post-test was conducted in both the experimental class and the control class and analyzed the post-test results of the two classes.By comparing the results among the pre-test and post-test of the experimental class and also those of the control class,it could be found that the vocabulary scores of the experimental class and the control class had been improved in the end.Meanwhile,by comparing the results of the post-test of the experimental class and the post-test of the control class,it could be justified that the improvement of the experimental class was much more noticeable than that of the control class.In addition,the questionnaires were provided to all the members in the experimental class after the teaching experiment,and analyzed the results from the dimensions between the interest to acquiring active vocabulary and active vocabulary memory by the Continuation-task.To crow it all,the following suggestions can be put forward:(1)The Continuation-task can impress senior high school students' positive vocabulary memory.(2)Compared with the traditional vocabulary teaching stereotypes,the Continuation-task can improve senior high school students' English positive vocabulary level effectively.(3)The Continuation-task can improve senior high school students' interest in acquiring positive vocabulary.Furthermore,the author intends to provide several valuable references for senior high school English teachers to apply the Continuation-task to active vocabulary teaching in senior high school.Such as the reading materials selected by teachers should have the value of acquiring active vocabulary;the interception position of reading materials should be renewable;the students can test the ability of using active vocabulary under the multi-evaluation mechanism;the students can effectively acquire active vocabulary by using the correct reading mode;and the students can start from imitation,and then acquire active vocabulary.