An Empirical Study On The Effects Of The Continuation Task On Junior High School Students' English Writing Coherence

Writing ability has always been one of the four basic necessary skills for second language learners,However,the influence of traditional exam-oriented education directly leads to the problem of poor coherence in English writing.And the coherence has also been a difficult teaching point that teachers need to break through in the teaching process.Since the proposal of "Continuation task"(Wang Chuming 2012),many scholars have conducted empirical research,showing the collaboration effect of continuation task in written expression,and the impact of this theory on students' writing.However,there were relatively few empirical studies on the coherence of English writing in junior high school students.Therefore,this study attempts to explore the impact of the theory of continuation task on the coherence of English writing in junior high school students.This research is based on the production-oriented approach and the interactive collaboration approach.It mainly answers the following two questions:(1)What effect does continuation task writing have on local coherence in English writing for junior high school students?(2)What effect does continuation task writing have on global coherence in English writing for junior high school students?This study randomly selected the class 2 and class 4 of a junior highschool as experimental subjects,and completed the topic writing and continuation tasks respectively.which means to investigate the impact of continuation task on junior high school students' English writing coherence.After the relevant data was collected and analyzed with the help of SPSS25.0,The findings of this study were as follows.Firstly,continuation task writing can promote junior high school students' English writing local coherence,especially in the indexes of the adjacent arguments overlap,adjacent stem overlap and LSA(Latent Semantic Analysis)between adjacent sentences.Students accept input from reading materials and can obtain structural input from the original text.In the interaction between students and reading materials,understanding and output are closely combined to induce collaboration effects.Secondly,continuation task writing can promote the coherence of junior high school students' English writing global coherence,especially in the indexes of the arguments overlap,stem overlap and LSA between all sentences.Under the leveling effect of reading materials that are interesting and easy to understand by learners,students' ability to organize and comprehend writing content is increased,not only to fully understand the meaning of the original text,but also to use creativity and imagination to continue writing,improving the efficiency of the second language learning.This study reveals the impact of continuation tasks on junior high school students' English writing coherence,which is certain enlightening significance to the teaching and learning of English writing.However,in this article,there are still some limitation.For instance,the research time was too short.Therefore,when researching this problem in the future,it is necessary to appropriately extend the experimental time.