The Positive Influence Of Language Input Mode On High School Students' Continuation Ability

Writing as an output skill is a reflection of students' comprehensive ability to use language.High school English writing teaching has always been the most important and difficult point of high school teaching.Educational researchers have paid more and more attention to the exploration of writing teaching models and how to improve the writing ability of high school students.With the continuous reform of high school teaching,the "Common High School English Curriculum Standards(2017)" has increased the writing type of continuation task.In order to meet the trend of reform,teachers should pay attention to the training of continuation task in English writing teaching,while improving students' writing level,we must not ignore the influencing factors of input in second language acquisition.In regular continuation-task teaching model,the teaching model tends to be singular,the classroom atmosphere is dull,and the students' writing enthusiasm is not high.In view of these problems,the study explores the impact of input mode on the ability of high school students to continuation task by applying audio-visual input mode to continuation-task teaching.This research is based on Krashen input theory,Swain output theory,and working memory theory.It mainly discusses the following two issues:(1)Compared with regular continuation task,does the high school student increase their interest in continuation task under the influence of audiovisual input mode?(2)Compared to regular continuation task,does high school student improve their ability of continuation task under the influence of audiovisual input mode?(Explained from the three dimensions of content,structure,and language use)?In view of the research questions above,this study selects 80 students from two parallel classes in a key high school in Harbin as the research object for empirical research,which are experimental class and control class respectively.Continuation-task teaching under audiovisual input mode is implemented in the experimental class,and the diversity of information input methods is emphasized in the teaching;regular continuation-task teaching is implemented in the control class.Before the experiment,a pre-writing test was performed on the two classes to determine the writing level of thesubjects and interview was conducted with three outstanding teachers.After the experiment,the post writing tests were performed on the two classes to investigate the impact of audiovisual input on the students' ability of continuation task,questionnaires were sent to the students in the experimental class and interview was conducted with teachers.This study uses SPSS software to analyze the collected data statistically and discuss the research issues.After the experiment,this study found that the diverse language input in the audio-visual input continuation teaching helps students acquire language knowledge and improve their ability of continuation task;the audio-visual input continuation teaching can provide students with the real language situation and improve students' continuation writing interests.The research results show that audiovisual input has a positive effect on the interest and level of continuation-task of high school students,and has certain feasibility in the teaching of high school writing.This study provides some teaching inspiration for high school English writing teaching.In English writing teaching,teachers should pay attention to listening and input modes,properly select input materials,stimulate students' enthusiasm to continuation writing,and develop students' ability of continuation task.