| The core competence is put forward in the English Curriculum Standard for General High Schools(2017),among which language proficiency is the key.As a potential cognitive ability,language proficiency can be manifested by writing competence.Writing skills objectively reflect the ability of English learners to use the language,which involves a wide range of knowledge such as grammar,vocabulary,style and layout of the passage.How to develop students’ language skills and put core competence into practice in English writing teaching is one of the key issues in the current reform of high school English curriculum and teaching.With the support of dynamic systems theory,adopting the action research approach,this study designs and applies task repetition to help solve the problems of fluency,accuracy and complexity in English writing of high school students.The study focuses on the following questions.Whether task repetition can affect high school students’ English writing ability? Whether task repetition has the same effect on new tasks of the same type? How to use task repetition to effectively improve students’ writing skills in English teaching.In theory,task repetition and dynamic systems theory is reviewed comprehensively.In practice,the effectiveness of task repetition for high school students’ English writing is verified.Based on Skehan’s cognitive model and attention resource theory,46 students(Class2 Grade 2)from a middle school in Jilin City are taken as the research samples.The task of high school students’ English writing are repeated for 19 weeks from the perspective of dynamic system theory.Through interviews and pre-tests,students’ potential writing problems would be detected.Then the hypotheses are proposed and preliminary investigations are implemented accordingly.After confirming the specific problems,the preliminary action research are conducted.Based on classroom observations and quantative analysis results,a two-stage action research was conducted.The results of the study reveal that students’ writing scores on the pre-test,mid-test,and post-test are significantly improved through the action research of task repetition,indicating that task repetition can effectively promote students’ writing ability.Based on the analysis of dynamic system theory,the accuracy,fluency and complexity of English writing in the process of task repetition presents an upward curve development trend.Moreover,task repetition also had a positive impact in the new tasks of the same type.This thesis consists of four chapters.The first chapter is the introduction,which mainly focuses on the background,purpose and framework of the research.The second chapter is a literature review,in which the concepts of English writing and task repetition,and the theoretical basis of this study are introduced.Then the requirements of general high school English curriculum standards for English writing ability are clarified and the current research status of the impact of English task repetition on English writing at home and abroad are analyzed.The third chapter is the process of action research.The process of identifying the research problem is explained in detail,and the plan design and implementation of the action research are also interpreted in this part.Then the reflection is made on the process and results of the action research.In the fourth chapter,this whole research is summarized.The limitations of this action research are pointed out and further suggestions are given at last. |
