A Study Of The Effect Of Continuation Task On Senior High School Students’ Acquisition Of Non-finite Verbs

In recent years,the continuation task has received great attention from researchers at home and abroad.Since 2016,it has become a new type of college entrance examination.After being tried in Shandong Province and Zhejiang Province,other provinces have tried it as a new type of college entrance examination writing.Continuation task closely combines language input and output,organically combines language imitation and creative use,and practically combines language learning and use,which is an effective way to improve the efficiency of foreign language learning.Many studies have shown that continuation task can promote the acquisition of second language vocabulary,improve learners’ writing level,and also improve learners’ second language rhetoric expression level.However,there are relatively few studies on whether the continuation task can promote the acquisition of second language grammar,especially the acquisition of non-predicate verbs.Non-predicate verb,as an important grammar point in high school,is also one of the grammar points difficult for students to master.Therefore,this paper further examines the effect of continuation task on the acquisition of non-predicate verbs by exploring the acquisition effect of non-predicate verbs by foreign language learners under two different conditions,continuation task and simple reading task.The following two questions will be addressed:(1)Compared with the only-reading task,what are the effects of the continuation writing task on the acquisition of the non-predicate verbs of senior high school students?(2)What is the student’s attitude toward continuation task on the acquisition of the non-predicate verbs?In order to answer the above questions,the author conducts an experimental study on110 students in two classes of the first grade of senior high school in Fuyang City,Anhui Province.By analyzing the results of the two classes,the author determines that the two classes are parallel classes.Among them,Class 22 is regarded as the experimental class(continuation task);Class 28 is regarded as the control class(simple reading task).The experiment lasts a total of 16 weeks.In the first week,the two classes take a pretest to verify that there is no significant difference between the two classes in the performance of non-predicate verbs;From the second week to the fifteenth week,the experimental class carry out post-reading and writing training,while the control class carry out simple reading training;In the 16 th week,two classes conduct post-test.After the experiment,the students in the experiment are investigated by questionnaire;At the same time,six students are selected for interviews.The author uses SPSS 26.0 to process and analyze the experimental data.The results show that:(1)The continuation task has a positive impact on the non-predicate verbs of senior high school students,and promotes the improvement of the students’ grades of non-predicate verbs;(2)High school students have a positive attitude towards acquiring non-predicate verbs through reading and writing,and students are also willing to accept this way.This study confirms that continuation task is an effective way to improve the efficiency of foreign language learning,and that continuation task can help foreign language learners acquire grammar.The results of this study confirm the conclusion that continuation task can promote the acquisition of non-predicate verbs by senior high school students.This study provides some suggestions for the teaching of English non-predicate verbs in senior high schools in China:(1)English teachers in senior high schools should pay attention to the teaching of non-predicate verbs and take reasonable and effective ways to improve the acquisition effect of non-predicate verbs for senior high school students,such continuation task;(2)Teachers should pay attention to the selection of materials for continuation after reading and consider the level of continuation in order to achieve better results;(3)Teachers should guide students to participate in interaction and promote interpersonal communication between students.