An Empirical Study On The Synergistic Effect Of Multiple Rounds Of Continuous Writing After High School Students' English Reading

With the promulgation of the English Curriculum Standard for Senior High School(2017)and the reform development of the college entrance examination,improving students' writing ability has become one of the most important teaching tasks for senior high school English teachers.Particularly,after the testing item of story continuation is included in the college entrance examination,high school teachers,who are often challenged by the backwash effect of the college entrance examination,need to cultivate students' reading and writing abilities.At present,however,the instruction of continued writing is still in its infancy in senior high school writing teaching.Students are still far away from the requirements in terms of understanding the reading materials,the creation of continuous plot and the organization of narrative language,which urgently require an effective and practical measure to solve the current teaching problems and improve students' continued writing skills after reading.This study,based on the Input-Output Hypothesis and Interaction Theory,and guided by the Interactive Alignment Model,traced back to the development of continuation writing,and attempted to explore the following two questions:(1)Compared with single-round continuation writing,what is the degree of alignment effect between language use and reading text in multi-round continuation writing?(2)Compared with single-round continuation writing,how is accuracy of language use reflected in multi-round continuation writing? In what aspects? In this study,70 Grade One senior students were selected as subjects from two natural classes taught by the author herself in a key senior high school in a county-level city Shandong Province.A classroom teaching experiment for comparison was used to collect and analyze quantitatively the degree of alignment and language errors in the writing output of both multi-round and single-round groups.And an additional method of interview was used to analyze qualitatively the differences in both aspects and their influencing factors between the two groups.The results show that:(1)Multi-round and single-round continuation writings both have interactive and alignment effects on high school students' choice of vocabulary and syntax of the original text.But compared with single-round continuation writing,multi-round writing shows higher degree of alignment between high school students' language output and their reading input,especially in the use of words that convey important elements of information in the story.(2)Multi-round and single-round continuation writing tasks have their similarities in types of language errors,including particularly tense,predicate verb,Chinglish and conjunctions.But compared with single-round continuation writing,multi-round writing task is more effective in improving students' language accuracy,mainly in reducing the errors of language form and the more stable effect on correcting the errors of language meaning.On the basis of these findings,the study could suggest that senior high school teachers should take multi-round continuation writing as one of the daily teaching methods combined with excellent English novels.And they also make good use of English literary works,to select appropriate reading passages,and provide students with timely and effective guidance,so as to give full play of the effect of multi-round story continuation to the learning promotion and improve their English reading and writing ability.On the whole,this study has basically achieved the expected goals,and the results are basically satisfactory in that they have laid a practical foundation for the further development and application of multi-round continuation writing in “Continuation Theory”,and they have also provided suggestions on the practical operation of teaching cases for high school teachers to use this type of writing in the teaching of continuation task.