The Effect Of Reading And Writing Task Conditions On The Acquisition Of English Relative Clauses By High School Students

In recent years,continuation task has become a focus in middle school teaching,and it attracted extensive attention of researchers at home and abroad.However,most of the existing studies on continuation task are confined to its effects on the accuracy or fluency of writing and vocabulary acquisition,and few of them focus on its effects on grammar knowledge.Considering that English grammar teaching has always been a difficult problem in English teaching and learning,and the relative clause in English learning has always been a key and difficult point in English grammar teaching and learning,especially the use of various connectives of the relative clause,which makes students easily confused,this study applies the continuation task to English grammar teaching.The purpose of this study is to explore the influence of different continuation task conditions on high school student's learning of English relative clause.The research specifically discusses the following three issues:(1)What is the immediate effect of the simple continuation task and the enhanced continuation task on acquisition of English relative clauses?(2))What is the delay effect of the simple continuation task and the enhanced continuation task on acquisition of English relative clauses?(3)What is the effect of the continuation task on the acquisition of different types of English relative clauses(limited and non limited)?In this study,97 students in two parallel classes of a senior high school in Qufu were enrolled in the eight week experiment of “pretest-intervention-immediate posttest-delayed posttest”.In the process of intervention,both class A and B carried out the continuation task,in which the reading material of class A is not processed expect for the necessary Chinese annotation,while the sentences involving relative clauses of reading material in class B are clearly underlined and made bold.At the end of experiment,all the data were collected and input into SPSS19.0 for analysis and detection.Through the analysis and detection of three performance test results and performance writing of two classes,we can analyzed whether the accuracy of the use of relative clauses and the test scores of relative clauses in the two classes had improved significantly with the teaching experiment,and determined whether there were significant differences between the two groups through independent sample t test.The results show that:(1)Both the simple continuation task and the enhanced continuation task have immediate promotion effect on the acquisition of English relative clauses by senior high school students.Compared with the simple continuation task,the enhanced continuation task has a more significant immediate promotion effect on the acquisition of English relative clauses.(2)Both the simple continuation task and the enhanced continuation task have delayed promotion effects on the acquisition of English relative clauses by senior high school students.And there is no significant difference between the simple continuation task and the enhanced continuation task of the delayed promotion effect on the acquisition of English relative clauses.(3)Through the analysis of the test results of the two classes,it is concluded that whether the simple continuation task or the enhanced continuation task,there is no significant difference between the different types of relative clauses acquisition.This paper combines the continuation task with English grammar teaching to provide a more reasonable and effective method for the teaching of English grammar and lay a solid theoretical foundation for the continuation task.