The Study Of The Application Of Continuation Task Based On Lexical Chunk Theory In English Writing Teaching In Senior High School

The continuation task is a form of proposition that combines reading and writing closely.It requires students to develop logical imagination of the story based on the reading text,and further supplement and improve the plot of the original text.In 2020,Shandong Province applies the continuation task to the college entrance examination.During the internship in a senior high school in Qingdao,the author finds that there are some problems in writing teaching in Grade One.For example,students have low interest in writing and low enthusiasm for writing;students have to think for a long time before they write,and the writing results are not ideal;teachers still use traditional writing teaching methods,which are not suitable for the continuation task.This thesis aims at combining the lexical chunk theory with the continuation task in writing teaching,so as to improve students’ interest and ability in English writing and thus improve the teaching effect.This research is guided by the input hypothesis theory,output hypothesis theory and the constructivism.It takes the students of the 17 th class of a high school in Qingdao as the research subject,with a total of 50 people,and conducts two rounds of research for four months.This research will answer the following questions:(1)How can the continuation task based on lexical chunk theory be applied to English writing teaching?(2)Can the continuation task based on lexical chunk theory increase students’ interest in English writing?(3)Can the continuation task based on lexical chunk theory improve students’ English writing ability?This research uses the research instruments of questionnaires,interviews,tests and SPSS22.0 to collect data and analyze them.This research has the following conclusions: The application of the continuation task based on lexical chunk theory in high school English writing teaching should be divided into four major sections: First,activating lexical chunks before reading.Second,organizing lexical chunks during reading.Third,constructing lexical chunks during writing.Fourth,internalizing lexical chunks after writing.The continuation task based on lexical chunk theory can not only improve students’ interest in English writing,but also improve students’ English writing ability.Therefore,the continuation task based on lexical chunk theory can promote the English writing of high school students,and can provide some new references for high school teachers.The implications of this research are as follow: First,teachers should design the task of integrating lexical chunks and the continuation task,change the traditional teaching method of writing,and build the corresponding interactive mode,so that lexical chunks and the continuation task complement each other.Second,teachers should cultivate students’ awareness of lexical chunks and guide students to accumulate lexical chunks in materials when they are reading.Third,teachers should renew their teaching ideas,make good use of different teaching methods,and try to combine new teaching theories with teaching practice.