A Study On The Application Of The Continuation Task To English Writing Teaching In Senior High School

Guided by the theory of Output-Driven,Input-Enabled Hypothesis,Interactive Alignment Theory and the Continuation Theory,this study brings to bear the continuation task to English writing teaching in senior high schools,with an intention of delving its practicability and availability in writing teaching.Three research questions are going to be in-depth groped:(1)What is the effect of the continuation task on senior high school students’ English writing scores?(2)What is the effect of the continuation task on senior high school students’ English writing strategies?(3)What is the influence of the continuation task on the growth of senior high school students’ critical thinking ability?Having an educational internship in a senior high school in Dalian City,the author chooses two parallel classes in the first grade of the school as the research participants,from September 2020 to January 2021.During the experiment,the experimental class(EC)which means Class 5,adopts the model of the continuation task.While Class 6,the controlled class(CC)still uses the conventional writing teaching model.Tests,questionnaires as well as interviews make up the research instruments.The experimental data are analyzed with the aid of SPSS23.0.The results prove that: firstly,compared with the conventional model of writing teaching,the span-new model can effectively improve students’ English writing scores and writing strategies;in addition,the brand-new model also has an active impact on the development of student’s critical thinking ability,especially in the aspects of maturity,systematicness and openness.This study has a certain reference value for senior high school English teaching: the continuation task can make up for the weaknesses of the routine writing model.Apart from improving students’ English writing scores and strategies,it also stimulates students’ creativity and logic in thinking.Most importantly,it effectually combines the cultivation of language skills and thinking ability.Nevertheless,there are still some deficiencies in this study.For instance,the sample is chosen from two classes in the same school,limited by the sample size,the experimental results may not be representative enough as it fails to reach students of different levels.What’s more,because of the English level of the students in the internship class,the genre of the continuation materials involved in this study is too single.Only the genre of narration is selected for training,and no other different genres of texts are examined.Therefore,it is hoped that these limitations can be overcome in future research.