Application Research Of The Method Of Continuation Task To Senior One English Writing Teaching

Writing is an important criterion to measure students' English comprehensive proficiency.In 2017,Ministry of Education of China published the new English curriculum standards for senior high schools(2017 edition),which stipulates three levels of academic quality that senior high school students should achieve in English learning.It also describes the requirements of students' writing ability in all levels of academic quality,for example,in the first level of academic quality,students can describe their own or others' experiences,express their opinions,and illustrate by examples in writing.Students can also introduce some major Chinese and foreign festivals,as well as Chinese traditional culture.Therefore,writing plays an important role in students' English learning.However,in daily writing teaching,teachers attach great importance to English writing teaching,students' writing is not satisfactory.In order to change the present situation of English writing teaching in senior high school,Wang Chuming,together with some scholars,put forward to the method of continuation task,which is a combination of reading and writing,and advocated that this method should be used in English teaching.In view of the present situation,guided by the theories of Krashen's language input hypothesis and Swain's output hypothesis,the researcher takes senior grade one students as the object of the research,and applies the method of continuation task to Grade One English writing teaching to discuss whether the method of continuation task can improve teaching proficiency,then puts forward to some suggestions for writing teaching.The objects of the research are Class 1 and 2,senior one students of X Middle School in Dong fang,Hainan.Class 1 is the experimental class,and Class 2 is the control class.The experiment lasted 12 weeks.Before the experiment,there is a writing test conducted both in the experimental class and the control class.Guided by the evaluation standard for English writing in national matriculation entrance test,all students' papers are corrected by two teachers with some experience in marking the English college entrance examination papers.Each student's final grade is the average score.Then there will be three classes chosen from Grade One,and all students in these three classes need to fill out questionnaires whose aim is to make clear of students' attitude towards English writing.During the experiment,the experimental class and the control class are taught by a teacher with the same class schedule,teaching materials and the times of practicing writing.Their writings have the same topics.The only difference lies in the teaching methods adopted by the teacher,that is,the experimental class was taught with the continuation task approach,and the control class was taught with the normal writing teaching.In this teaching experiment,on the premise ofmeeting the requirements of the method of continuation task,there are three classes for the whole English writing teaching.The aim of first class is to help students have a good master of the text.The second class is writing class.In the third class,what teachers need to do is to evaluate students' writing and give feedback.After the experiment,there is also a writing test for the experimental class and the control class with an aim to find out whether students' grade can be improved.In order to ensure the fairness and effectiveness of experimental results,the test papers are still corrected by the two teachers who are the markers of the tests before the experiment,according to the evaluation standard for English writing in national matriculation entrance test.Every student's final grade is their own average score given by these two teachers.Then students in the experimental class need to fill out questionnaires.At last,the data collected during the experiment are compared and analyzed to reach conclusions.The experimental results:(1)Compared with the normal teaching,the continuation task approach can help students improve their writing performance,as well as students' attitude towards English writing.(2)After taught by the method of continuation task,most students accept the method of continuation task and think it can help them improve their writing ability.This study has certain practical significance,but there are also some disadvantages,hoping that they will be perfected in the future teaching practice.