A Study On The Effect Of Post-reading Writing On High School Students' English Writing Ability

Writing ability refers to the individual's written language expression ability,and it is one of the core abilities of language output.English writing ability is one of the important standards to evaluate the overall language ability of English learners in China,and it's also the basis of language development.National English Curriculum Standards for General High School(2017)describes the writing quality requirements that students should meet when they graduate from high school.Therefore,it is very important to cultivate the English writing ability of senior high school students.However,in real life,there are still many problems in students' writing ability and the cultivation of writing ability.The continuation task is one of the important ways to cultivate high school students' English writing ability,which is worthy of our research.Based on the input hypothesis,output hypothesis,cooperative theory and continuation theory,this paper uses teaching experiment,think aloud and interview to study the students in class 3 and class 4 of senior high school in Liaocheng City for 14 weeks.The following questions are discussed:(1)How does the continuation task affect the language of students' writing?(2)How does the continuation task affect the content of students' writing?(3)How does the continuation task affect students' writing in terms of text structure?(4)What are the factors that affect students' continuation task? After the experiment,the author and two experienced teachers scored the students' compositions overall the language,content and text structure.SPSS25.0 was used to analyze the language,content and structure changes of the composition of the high school students before and after the test.The results show that: firstly,the continuation task makes the students' vocabulary accumulation increase,spelling errors decrease,and the selection of words is more accurate.The students use the exquisite words such as take charge of,absolutely,gratitude and so on.In the process of continuation,students have alignment in vocabulary,but there is no significant improvement in syntactic complexity,and simple sentences are still the main ones.Secondly,continuation task makes students pay more attention to the relevance with the text content,stimulate the imagination of students,trigger their willingness to express,and produce alignment in content,but the cooperation in content needs the support of language ability.Thirdly,the students' improvement in text structure is not obvious.Although the use of transitional words and cohesion words has increased,the simple words are the main words.Fourthly,the factors that affect students' continuation task mainly focus on the difficulty of reading materials,the length of reading materials and the familiarity of students with the topic of reading materials.Based on the above research results,this paper has some enlightenments:(1)Teachers should pay attention to the relationship between reading and writing and combine reading with writing when they carry out the teaching training of the continuation task.(2)In the process of training students to write a narrative,teachers should not only focus on the use of vocabulary and sentences,but also concentrate on whether the writing content constructed by students is reasonable and rich.(3)Teachers should give students some feedback in time.(4)Teachers should stimulate students' interest in writing as well.