The Action Research On The Application Of The Continuation Task In English Writing Teaching In Regular High School ——A Case Study Of A Regular High School In Fuzhou

The subject core competencies of English proposed in the General High School Curriculum Standards（2017 Edition Revised in 2020）)indicate the importance of students’ English writing.As an output skill,English writing focuses on the learners’ overall ability of vocabulary,grammar,sentence patterns,and discourse.The continuation task is a new attempt in English writing teaching.Wang Chuming（2012）first proposed that the continuation task is regarded as an efficient way to improve English writing.The continuation task is to remove the end of the reading material,and then learners make up a reasonable continuation of the reading material.Learners need to read the provided reading materials several times before continuing.The closer the cooperation between learners and reading materials is,the better the learning effect will be.Therefore,in order to better combine the continuation task with the English writing teaching of regular high school students,the author decides to explore the strategies of the continuation task in English writing teaching of regular high school students through action research.This thesis mainly discusses the impact of the continuation task on regular high school students.Through this research,the author answers the following three questions:（1）How to apply the continuation task to English writing teaching in regular high school?（2）What is the impact of the continuation task on regular high school students’ English writing ability?（3）What is the impact of the continuation task on regular high school students’ English writing scores? The participants are 44 students from Class 9,Grade1,Fuzhou,Fujian.The research lasts for 12 weeks.Before the action research,the author conducted a writing test,an interview and a questionnaire among students,and an interview with teachers.The author made an action plan for the problems found through the test,questionnaire,student interview,and teacher interview before action research.After the completion of the first round of action research,the author conducted a student interview again,and the action plan was adjusted according to their performance and the results of the student interview.After two rounds of action research,the author conducted a writing test,student interview and questionnaire,and then compared the data before and after to explore the changes in students’ writing ability and writing scores,and thus concluded the teaching strategy of the continuation task in regular high school.After uniformly collecting the materials,SPSS 27.0 is used to conduct paired sample T test on the two results of the tests.The results of the questionnaire are compared and analyzed,and the interview results are collected and sorted out.The results show that teachers should clearly explain writing requirements to students,set reading tasks related to reading materials,guide the usage of writing skills,and encourage students to judge the merits and demerits of their works by comparing original texts or other excellent works during the writing teaching.In addition,it shows that students’ English writing scores and English writing abilities have been significantly improved after the action research.After the training,students use more abundant vocabulary and complex texts.