Study On The Influence Of Writing Task On The English Productive Vocabulary Competence Of High School Students

Vocabulary is an important part of language,listening,speaking,reading and writing skills all rely on the full grasp of vocabulary.The English curriculum standard for senior high school(2017 edition)points out that the core literacy goal of English subject is composed of four elements: language ability,cultural awareness,thinking quality and learning ability.Among them,language ability is listed in the first place,productive vocabulary ability is an important component of language ability.However,under the great pressure of college entrance,students spend a lot of time memorizing words mechanically,which is time-consuming and inefficient.A number of studies have shown that Krashen's comprehensible input alone is not sufficient to enable second language learners to achieve high proficiency.Swain further emphasizes that output is part of the second language learning process,and learners need not only comprehensible input,but also comprehensible output,so that their second language is both accurate and fluent.Writing,as one of the main output tasks,naturally receives people's attention.Based on this,this study adopts the methods of test,data analysis,interview and so on,and takes the output hypothesis theory and cognitive processing level theory as the theoretical basis,this paper investigates the effects of writing tasks on high school students' productive vocabulary competence.In this study,46 first-year students of a key high school in Harbin were selected as the subjects,and the writing tasks of synonymy substitution,paragraph summary and other tasks to conduct a semester-long teaching experiment.The data were collected and analyzed through writing tests and semi-structured interviews with some students.This research mainly focuses on the following three questions:(1)what is the current situation of high school students' English productive vocabulary competence?(2)what is the effect of writing tasks on high school students' productive vocabulary competence?(3)how to assign writing tasks can improve high school students' English productive vocabulary competence?The results show that the students' productive vocabulary competence is improvedin diversity,complexity and density,and their interest in writing is also improved.In English teaching,students should be given appropriate writing tasks to provide more output opportunities and improve their productive vocabulary competence.The purpose of this study is to explore the effects of writing tasks on English productive vocabulary competence of senior high school students.However,there are still some limitations due to the factors such as short experimental period,limited sample size and writing style,it is hoped that the follow-up study will be resolved and further developed.