A Study On The Effectiveness Of The Continuation Task In The Teaching Of English Writing In Senior High School

Writing is an important aspect of expressive skills in English learners’ comprehensive language application ability.However,at present,high school students’ English writing ability is limited,and their writing performance cannot fully meet the requirements of the new curriculum standard.At the same time,in English writing teaching,there are problems such as separation of input and output,lack of writing context,etc.In order to solve the above problems,Professor Chuming Wang proposed the continuation task method,which can combine the input of reading with the output of students’ writing,and provide students with context and discourse supporting,so as to improve students’ writing ability.Therefore,to study whether the continuation task can have a positive impact on the English writing teaching in high schools.Based on the input hypothesis theory,output hypothesis theory and interactive collaboration theory,this study applies the continuation task to the teaching of English writing in high schools,and proposes the following three research questions:(1)What is the current status of high school English writing?(2)How to effectively implement the continuation task?(3)How effective is the continuation task on improving students’ English writing performance(language,content,structure)?In this study,students from the 14 th class of a high school in Harbin were selected as the research objects.Before the experiment,the author sent a questionnaire to the students in the experimental class and conducted a pre-writing test,in order to understand the current situation of high school students’ English writing and the writing performance of the students in the class.Secondly,the author designed and implemented the teaching of the continuation task,which lasted for 4 months.After the experiment,the author conducted post-writing tests and interviews with the students in this class to understand the impact of the continuation task teaching on their writing performance.The author used SPSS26.0 to analyze the experimental results and drew the following conclusions:(1)According to the results of the questionnaire and pre-writing test,most high school students like English writing but lack confidence,and have problems in the language,content,and structure of writing.(2)The teaching mode of the continuation task designed by the author is divided into five steps: lead-in,text analysis,plot conception,writing after reading,and evaluation after writing,and six micro-skills training are added to it: brilliant ending,diverse vocabulary,sentence optimization,rhetorical use,vivid description,and smooth connection.After the experiment,the author compared the results of the before and after tests and learned that the writing performance of the students in this class was improved,indicating that the teaching mode of the continuation task designed by the author was effective.(3)By comparing the students’ writing scores(language,content,structure)and combining the interview results,it can be obtained that the continuation task is effective in improving students’ English writing performance(language,content,structure),and the effects are as follows: students’ writing language is accurate,and they can use advanced vocabulary,sentence expression and a variety of description methods to enrich the text;The content of students’ writing is closely related to the theme,which is richer and more substantial;Students’ writing structure is more compact and coherent,and they are able to use logical connectives and referents appropriately.