An Empirical Research Of Continuation Task To English Writing Teaching In Senior High School

Listening,speaking,reading,writing and translating are the five basic skills to master English.Writing is one of the five basic skills of English learning.It can best reflect the learner's language level in a comprehensive and in-depth manner,which has attracted the attention of researchers.For English learners,writing skills are important.However,it is difficult to improve quickly.Therefore,writing teaching is worthy of continuous exploration and improvement by English teachers and English researchers.Afterwards,Professor Wang Chuming of Guangdong University of Foreign Studies has proposed “continuation task”.The academic community mainly studies from the macroscopic aspect,such as students' attitudes towards continuuation,students' changes in writing anxiety after students following-up continuation task.On the basis of previous studies,the author intends to analyze the influence of the continuation task on the English writing competence of high school students from the microscopic point of view,such as lexical,sentence structure and content conhesion.The research takes the student text as the analysis object which explore the effectiveness of continuation task.This study takes two classes with a similar writing level in a middle school in Nanchang as the research object.In one class,the teacher uses continuation task.In another class,teacher uses the traditional method which gives specific theme.The writing level of the two classes was tested before the start of the experiment.The data analysis was carried out by SPSS 24.0.There are not obviously differences of the writing competence of the two classes.At the same time,8 students are selected from the two classes,amounting to 32 essays.The first 16 essays before the experiment and 16 essays at the end of the experiment.After the end of one semester,the writing results of the two classes are compared,through the Coh-Metrix tool for text analysis,checking the students' writing ability in the experimental class who accept the teaching method of continuation task.The datum prove that the vocabulary of the composition is richer,the syntactic structure is more complicated and the content ofthe chapter is more cohesive.Therefore,the English writing ability of the experimental class students can also be improved.It is finally proved that the method of continuation task is effective in high school English writing teaching.Based on the results of datum analysis and text analysis,the teaching implication of this research is: the teacher is guiding-leader of continuation task,and students are the central-participants to implement continuation task.Therefore,continuation task requires closely connecting language input with language output.;continuation task requires closely connecting language imitation with creative use;continuation task requires closely connecting language learning and application.