An Empirical Research On The Application Of The Continuation Task In English Writing Teaching Of Senior High School

The General Senior High School English Curriculum Standards clearly states in the basic concept section: “Language skills are an important part of language application ability.Language skills include listening,speaking,reading,viewing,writing,etc.Developing students' English language skills enable students to listen,speak,read,view,write,etc.According to different purposes and subjects,the learners can understand the information,opinions,emotions,and attitudes conveyed by verbal and written discourse,use the linguistic knowledge,cultural knowledge and create new discourses in written form.” Writing is the most important part in senior high school English teaching,but even if teachers consume a lot of energy in writing teaching,the effect is little.When students face writing tasks,they often don't know how to start.Therefore,how to effectively write and effectively do a writing course have become a difficult problem in English learning and teaching.Based on the interactive alignment model proposed by Pickering & Garrod(2004),Wang Chuming(2011)proposed an effective way of foreign language learning: interaction —understanding—alignment—output—acquisition.Wang Chuming(2012)pointed out that the continuation task is a method of writing practice combined with reading comprehension,and is a good way to improve the efficiency of foreign language learning.The language input hypothesis,language output hypothesis and synergy theory and predecessor researches are used as the theoretical basis.Based on the above theoretical basis,the following two research questions are proposed:(1)What effects does the continuation task have on the writing attitude of the senior high school students?(2)What effects does the continuation task have on the writing performance of the senior high school students? In order to answer the above two questions,this study will apply the continuation task method to the writing teaching in senior high school.Based on this study,the author put forward effective strategies and opinions for English writing teaching.The subjects of this study were students in class 7 and 8,grade 2 in Huozhou No.2Senior High School.During the period,class 7 was taught with the continuation task and Class 8 was taught with normal teaching.Teaching experiment lasted for 12 weeks.In the study,the author used questionnaires,tests and interviews to collect data,and used SPSS(22.0)to analyze the data and discuss.The results of the study showed that the English writing performance of the experimental class using the continuation task was higher than that of the traditional method.(1)The average scores of pre-test and post-test of the control class are 15.0481 and 16.6269 respectively,and the average scores increased by 1.5788 points,which is not prominent.The control class applied the traditional method in English teaching,and its writing teaching procedures mostly follow the model of“teacher's explanation — student's imitation —teacher's correction”.For a long time,this single pattern will weaken students' interests,effect writing teaching effect.(2)The average scores of pre-test and post-test of the experimental class are 14.9000 and 19.3200 respectively,P is 0.000 < 0.01,which is extremely significant.(3)The average scores of post-test of the control class and the experimental class are 16.6269 and 19.3200 respectively,P is 0.000<0.05,indicating that there is a significant relationship between the control class and the experimental class.So the second research question can be explained.Second,through the analysis of questionnaires and interview results after the experiment,the students' attitudes towards writing have changed after using the method.Many students are no longer afraid of writing.They feel that the writing class is not as monotonous as before,but have some interests in writing.In addition,due to the improvement of writing performance,students' self-confidence and sense of accomplishment in writing have improved.Most students said they prefer to this way of teaching rather than traditional writing classes.Therefore,to some extent,the continuation task method has improved students' interests and attitudes towards writing.Through this research,the following two points are drawn:(1)Combining writing with reading teaching is an effective way to improve students' English writing ability.In daily teaching,teachers can guide students to carefully analyze text content and language in the process of reading.(2)Attention should be paid to the cultivation of students' comprehensive language application ability.Language teaching should appropriately return to the original language,guide students to pay attention to the integrity of language,pay attention to the internal connection among listening,speaking,reading and writing skills,pay attention to the authenticity of language,and focus on cultivating students' multi-skilled and comprehensive language skills.