An Experimental Study On The Effect Of Iterative Continuation On Conjunction Learning Of English Writing In Senior High School

The reform of college entrance examination and the renewal of curriculum standards make the teachers and students in senior high schools realize that writing plays an important role in English learning.However,in reality,writing has always been a weak point in students' English learning,which can not be separated from the reason of old teaching methods and training forms.In order to change this situation,Professor Wang Chuming put forward an effective way to promote students' writing on the basis of his length writing method—the Continuation Task.Conjunctions play an important role in promoting cohesion and coherence in English writing,which is an indispensable part of English writing.However,at present,many English learners can't use the conjunctions correctly,and there are a lot of errors in the use of the conjunctions.The problems of the use of the conjunctions and the cohesion of the articles are still prominent.Based on current situations,this paper studies the influence of Iterative Continuation on the use of conjunctions in senior high school students' English writings.The author divides conjunctions into three dimensions according to the Trichotomy from Halliday: elaboration,extension and enhancement,and further discusses the following three research questions:(1)What's the effect of the Iterative Continuation on the use of elaboration ?(2)What's the effect of the Iterative Continuation on the use of extension?(3)What's the effect of the Iterative Continuation on the use of enhancement?This research is an experimental study.The subjects of the experiment are two classes of senior high school students in Shijiazhuang,Hebei Province.The two classes are randomly divided into experimental class and control class.Before the experiment,test papers of the first semester of Shijiazhuang in 2018-2019 were distributed to students to investigate their current situation of English writing level and the use of conjunctions.The experiment lasted for 12 weeks,during which the experimental class took Iterative Continuation every two weeks for writing teaching,while the control class used summary writing for writing teaching.At the end of the experiment,the first semester test papers of Shijiazhuang in 2019-2020 are distributed to the students to test whether Iterative Continuation can promote the use of conjunctions in senior high school students' English writing.The results of the study are analyzed by SPSS and the conclusions are as follow.The findings are as follow:(1)Both Iterative Continuation and summary writing can promote students' use of elaboration conjunctions,but there are differences in the aspects of improvement.(2)Compared with summary writing,Iterative Continuation promotes the learning and use of extension conjunctions.(3)Compared with summary writing,Iterative Continuation also facilitates the use of enhancement,not only in frequency,but also in accuracy.The results show that Iterative Continuation can effectively improve the use of conjunctions in senior high school students' English writings,thus promoting the cohesion and coherence of writings.This research explores the influence of Iterative Continuation on the use of conjunctions in senior high school students' English writings,providing pedagogical guidance for writing teaching and conjunctions teaching in China.However,due to the limited number of samples and the short experiment duration,there is still a big room for further optimization.