| English writing,reflects learners' comprehensive ability of applying such kind of language.The level of English composition consists of language knowledge,discourse competence and pragmatic competence,which could be essential measurement criteria in the process of learning English as a foreign language.And it also becomes an indispensable part of assessing learner's writing level and thus plays a very important role in the process of improving students' comprehensive ability of applying English.However,for a long period,English writing has been vulnerable part for a considerable number of students when they have spent great effort on learning and improving but fail to realize the goal.In addition to that,many college English teachers find it very hard to achieve the expected effects though they have tried their best in teaching English.This phenomenon has something to do with the attention of emphasis of English writing that should be attracted by the public as well as some deficiencies exposed in the course of teaching.In response to such problems,a number of domestic and overseas researchers studying in Second Language Acquisition theory have been working on this issue all through and have already acquired some achievements about how to improve the competence of writing English in colleges.Wang Chuming(2010),one of these researchers,put forward“Continuation-task Method” as a second language learning and teaching method in order to enhance writing competence by a combination of reading and continued writing English text after he had studied the Second Language Acquisition theories for years.According to Professor Wang,“Continuation-task Method” stresses the importance of language input and the effects of context in reality.With the combination of “reading”and “writing”,language input and output could be closely connected.The new method also embodies the bond of creativity in content and imitation of the target language.In this way,the learners' learning interests and confidence are expected to be cultivated and enhanced to some extent and their expressing ability in English can be improved effectively.Since the“Continuation-task Method” has been proposed,relevant studies on such teaching approach in English writing have been arising recently.Nevertheless,most studies focus on college studies majoring in English or middle school studies and those studies that focus on non-English college studies are few.By employing methods of questionnaire survey,interviews and statistics analysis of data on writing exercises,this study explores the practicability of “Continuation-task Method” in English teaching course and finds some helpful implications on both learning and teaching methods for English learners and teachers.The purpose of this study explores and discusses “Continuation-task Method” as a foreign language teaching method through empirical research and answers the following questions: 1.Does “Continuation-task Method” have a magnificent positive effect on improving English writing level for non-English college students? 2.Compared with traditional teaching method,does “Continuation-task Method” have a magnificent positive effect on enhancing English writing in terms of content,organization and language? 3.What emotional attitudes do non-English college students have toward such learning method?This study adopts methods of empirical research and questionnaire and research objects are 76 college students in total from two classes from the school of management in a college in Guilin.The ages of most of these students range from 17 to 20 years old.The whole study and experiment lasted for about 16 weeks.One of the two classes is the empirical group and the other one is the control group.During the experiment,all English courses of the two groups are conducted by the same English teacher and they all share the same college English textbooks.The only difference between two groups is teaching method on English writing.The control group only study the textbooks by using traditional teaching approach whereas theempirical group have to finish “continuation-task” apart from that.By using IBM SPASS statistics(20.0 version)and making statistic analysis of data of writing samples from two groups before and after the experiment as well as a questionnaire survey and an interview about writing motives and attitudes of empirical group,the study shows that “Continuation-task Method” as a teaching method does have a magnificent positive effect on improving writing proficiency from the prospective of organization and language in English writing. |
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