Study On The Effects Of The Comparative Continuation Task On Senior High School Students’ English Writing

The English Syllabus for Senior High Schools emphasizes that senior high school English teaching should not only cultivate the pragmatic ability of students to comprehend and express meaning but also train their listening,speaking,reading,and writing abilities.Writing is an important aspect of senior high school students’ English learning as it is such a crucial skill.However,both students and teachers find English writing to be a difficult task.Wang Chuming proposed the comparative continuation task in 2018,which requires students to directly imitate the way in which content is expressed.This not only helps students improve their foreign language skills,but also promotes their acquisition of text coherence and cohesion.However,there are few empirical studies on the comparative continuation task.This research is designed to investigate:（1）What are the effects of the comparative continuation task on the content of senior high school students’ English writing?（2）What are the effects of the comparative continuation task on the structure of senior high school students’ English writing?（3）What are the effects of the comparative continuation task on the overall English writing language competence of senior high school students’ English writing?For this reason,the author conducts an 18-week educational experiment at Haicheng Nantai Senior High School.A total of 88 students from two senior classes are chosen at random as the experimental and control classes,respectively.Tests,questionnaires,and interviews were employed as experimental tools in this study.SPSS 26.0 would be used to analyze the pre-test and post-test scores of two classes.In addition,before and after the experiment,students in the experimental class are given questionnaires,and the results of the interviews are used to supplement the discussion of the results.Through statistical analysis of test scores,questionnaires,and interview,we could conclude that the comparative continuation task has beneficial effects on senior high students’ writing performance in terms of writing content,writing structure,and overall writing language competence.The findings of this research have some useful implications for the way of teaching English writing in senior high schools.