An Empirical Study Of The Effects Of Continuation Task On English Writing Of Senior High School Students

In order to solve the problems of separation of reading and writing and emphasis of structure over content in senior high school English writing teaching in China,Professor Wang Chuming proposed continuation task in 2012.It removes the end of the reading material so learners can continue writing the end reasonably through the reading material.Learners need to read back the provided reading materials many times before writing.The closer the collaboration between learners and reading materials,the better the learning effect.Since 2016,as a new question type of college entrance examination English in Zhejiang Province,more and more foreign language teaching workers begin to pay attention to the study of continuation task.Based on the language input hypothesis,language output hypothesis and synergistic effect theory,combined with the related research on the influence of post-reading writing on English writing,this study adopts questionnaire method,experimental method and interview method to explore the following three questions:（1）How does Continuation Task affect the writing coherence of high school students’ English writing?（2）How does Continuation Task affect the writing complexity of high school students’ English writing?（3）How does Continuation Task affect the high school students’ English writing level?The author selected 76 students from two classes of Grade One in XX Senior High School in Dalian as the research object,and carried out a semester of teaching experiment by means of pre-test questionnaire and post-test questionnaire.Before continuation task training,the students were tested before the experiment.After the task training,the students were tested after the experiment,and then 8 students were randomly selected for interview to supplement the shortcomings of the experiment and questionnaire.Through SPSS 23.0 make a statistical analysis of the questionnaire data and the composition scores before and after the experiment,and draw a conclusion combined with the interview results.The results show that continuation task can effectively improve the coherence,complexity and writing level of students’ writing language to a certain extent.It can make students pay more attention to language and wording,make writing structure more logical and coherent,enrich students’ writing content,and improve students’ English writing performance.It provides a reference for the teaching of English reading and writing in senior high school.However,due to the short duration of teaching experiment and less experimental samples,this study also has some limitations and deficiencies.I would like to improve the research in the future and make it complete.