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A Study On The Positive Influence Of Cooperative Continuation Task On High School Students' English Writing Ability

Posted on:2021-03-08Degree:MasterType:Thesis
Country:ChinaCandidate:C XuFull Text:PDF
GTID:2415330611456061Subject:Subject teaching
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English writing is one of the important indicators to measure the comprehensive application ability of English learners now,and it is widely used in various foreign language examinations in China,which is an indispensable key to English teaching.In2016,Zhejiang Province,as a national model province,changed the second part of college entrance examination writing into continuation task,it started from Zhejiang province to carry out the reform of the new type of writing in the whole country.How to carry on the new writing teaching effectively,which can enable the student to make a breakthrough in the present writing question type and can make the student to make sufficient preparation for the college entrance examination English writing reform is the next question which needs heated attention.According to the Second Language Acquisition Theory,Professor Wang put forward a method of combining reading and writing to write after reading,but the problem that cannot be ignored is that the interaction between learners and text in the teaching of continuation task cannot achieve the desired effect.In 2018,he published a paper “ how to increase the intensity of interaction in continuation task” and pointed out “how to enhance interactivity through a variety of means,such as comparative continuation,multi-cycle continuation,etc”.Since then,more scholars have begun to explore how to improve the interactive intensity of continuation task.The author takes the cooperative learning as the teaching form,the continuation task as the teaching method,carries on the cooperative continuation task teaching,thus achieves the purpose of improving the interactive intensity of continuation task.In this study,students of two parallel classes in the second grade group of Harbin No.1 Middle School were investigated.The purpose of the study is to explore the application of cooperative continuation task in high school students' English writing teaching.In these thirteen weeks,Class 9 is the experimental class,which carries on the cooperative continuation task;Class 10 of senior high school is the contrast class,carries on the traditional proposition writing teaching.Before and after the study,the author carried on the writing test to the two class students and carried on thequestionnaire to the experimental class.After about three months of different writing teaching,the research results prove the feasibility of cooperative continuation task:firstly,compared with the control class,the students in the experimental class improved their writing performance more significantly;secondly,the students in the experimental class wrote more substantially,the writing structure was more clear and they can use linking words in the passage to make it more coherent and the accuracy of the writing language was improved.Finally,the students in the experimental class expressed that the teaching of cooperative continuation task could enhance students' interest in writing and promote student interaction.This experiment shows that students can quickly adapt to the upcoming college entrance examination composition reform,enhance the interest in writing and effectively improve the marks of English writing by using cooperative continuation task in writing teaching.Cooperative continuation task is of great practical significance for regional schools and first-line teachers that need to carry out the reform of English college entrance examination writing.
Keywords/Search Tags:English wring teaching in Senior high school, Continuation task, Cooperative learning, Cooperative continuation task
PDF Full Text Request
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