A Study On The Application Of Games In English Vocabulary Teaching In Primary School

Writing is of great significance in English teaching in senior high school.In National Matriculation English Test,writing has a great proportion,and the national college entrance examination English composition scoring standard also involves the complexity.In addition,the second level of academic quality in Senior High School English Curriculum Standard(2017 Edition)requires students to be able to summarize the main contents of the reading text or continue to write short articles after reading.Wang Chuming(2000)proved that continuation task is an effective way to improve writing.Based on the input theory of Krashen,the output theory of Swain,the continuation theory of Wang Chuming and the attention hypothesis of Schmidt,the purpose of the present research is to study the effect of reading on English writing in the continuation task,the effect of continuation task on the lexical complexity of English writing and the effect of continuation task on the syntactic complexity of English writing for senior high school students through teaching experiments.In the present research,80 students from Class 19 and Class 20,Senior Grade Two of senior high school of the First Middle School of Lintai,Gansu Province,were divided into two classes by means of quantitative study.Class 19 of Senior Grade Two is an experimental group(EG)and Class 20 of Senior Grade Two is a control group(CG).Pretest,post-test and6-week experimental trainings were carried out in both the EG and the CG.However,the experimental training method is different.For the EG,continuation task method is used to carry out the experimental training,while for the CG,conventional writing method which refers to writings according to the main points is used to carry out the experimental training.Every composition written by each student was marked by Pigai net.By using the second language Lexical Complexity Analyzer and the second language Syntactic Complexity Analyzer invented by Professor Lu Xiaofei,the pretest and post-test compositions of all students were analyzed and the data were collected.Finally,the data of pretest and post-test were analyzed and compared by SPSS online software.There are three main findings:(1)Reading can improve English writing in the continuation task for senior high school students.(2)Continuation task has a significant effect on the lexical complexity development of English writing for senior high school students,and continuation task can promote the development of the lexical complexity of English writing.(3)Continuation task has no significant effect on the syntactic complexity development ofEnglish writing for senior high school students.The present research provides a reference for senior high school teaching of English writing,which is expected to improve teachers’ awareness of using continuation task to improve the quality of senior high school English writing and promote senior high school English teaching of writing.The present research also has the shortcomings,such as short research time and lacking of diversity of training topics as well as timely writing feedback,which need to be improved in future research.