| This empirical research is to investigate the influence of different continuation tasks on English writing of Chinese high school EFL learners,it unravels three questions.First,when doing continuation follows English reading,does learners' word frequency show alignment with the given text? Second,do fluency,lexical and syntactic complexity have higher value in continuation on English base? Third,can English reading material lead to longer continuation writings? AntConc3.4.4,SPSS,Syntactic and Lexical Complexity Analyzer,were used to do the empirical experiment in Class A and Class B of grade 3,both are high school EFL learners of Jiangxi province.In pilot study,Class A wrote continuation task on Chinese base,while Class B on English base,words' number did not show significant difference,however,word choice and grammar show large discrepancy.In empirical study,Class A(Group 1)wrote on English base and Class B(Group 2)on Chinese base,this study is to answer mentioned three questions,and results were,(1)words frequency showed alignment with given story and had higher lexical complexity in English version reading group,also,learners who do continuation after reading English story can write longer writings,(2)DC/C of syntactic complexity did not show significant difference,while C/S and C/T did have higher value in English reading group,(3)W/T of fluency also did not show strikingly difference,while W/S presented higher value in English reading group,of which,providing basic research foundations for those who intend to do experiment in continuation and practical evidence for teachers who are worried about how to improve students' writing ability?... |
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