Action Research On Teaching English Continuation Tasks In A Senior High School From A Generative Perspective

Paying more attention to input than output is a big misunderstanding of English teaching,which makes many students better at reading than writing,while reading and writing are closely related.Reading-to-write method is conducive to improving students'comprehensive ability of language application,and the emergence of continuation task even sets off an upsurge of studies on the combination of reading and writing.However,the data collected from reviewing the literature shows that research related to continuation task focuses on synergy,interactive guidance and accuracy,complexity,and fluency of writing,while the characteristic of its substantial generative factors in teaching is ignored,and there's a lack of action research.Therefore,based on the characteristics of continuation task,two rounds of teaching action were carried out.According to the real situation,the research questions and countermeasures were continuously adjusted and improved.The research focused on how to combine generative teaching and continuation task in classroom teaching,trying to address two questions:1.What effects does generative teaching have on“reading”in the continuation task?2.What effects does generative teaching have on“writing”in the continuation task?Aiming at the above problems,10-week action research was conducted on the students of C1901,Senior 1 of DJ Middle School in Changsha.During the first week,a pre-test was performed and the first round of action plan was formulated based on the results.From the 2^nd to the 5^th week,the first round of action was implemented.The data analysis,reflection and timely adjustment of action plan were done during the 6^thh week.And then the second round of action was implemented from the 7^thh to the 10^th week.On the last day of the 10^th week,a post-test was performed.After statistics and analyzing relevant data,the main conclusions are as follows:The effects of generative teaching on“reading”were manifested in the attitudes,methods,and thinking of reading.Stimulated by interest,students had a more comprehensive understanding of continuation task and a more positive reading attitude.They have acquired a variety of reading strategies to accurately grasp the theme and plot clues of the text.Based on selective attention and self-cognition,students actively constructed the text meaning from different perspectives,so their reading was more autonomous,rational and critical.And the students thought more like the original author with an English thinking mode and higher aesthetic ability.The effects of generative teaching on“writing”were reflected in the three levels of words,sentences,and discourses.Students have increased awareness and ability to internalize and imitate beautiful language.More precise words and more varied sentence patterns were used in their continuation tasks,and the text style fit the original text well.There's also an increase in the use of connectives,and a marked increase of scores in the richness,accuracy,and coherence.Peer communication and judgment not only limited unreasonable continuation,but also opened their mind.And the scores of rationality,coherence,and innovation were improved.After two rounds of action research,the average score of continuation task increased from 6.3 to 13.2.In view of the lack of time,only two rounds of action research have been carried out.This and other limitations are expected to be improved in future teaching practice and research.