| Based on the compulsory education curriculum program and curriculum standards(2022),junior high school English teaching aims are to help students build good thinking qualities.However,influenced by exam-oriented education,the process of junior high school English writing teaching often focuses on teaching basic knowledge such as vocabulary and grammar,while neglecting writing skill development.In junior high school English classrooms,there are problems such as teachers neglecting writing teaching,students not being interested in writing and not having strong writing skills.Only by combining the requirements of English core literacy training and bold reform and innovation can we achieve the expected teaching purpose.Therefore,Prof.Wang Chuming conducted an in-depth study on the theory of second language acquisition and proposed the teaching method of continuation writing."Continuation writing" is a combination of reading and writing.It focus on close integration of language imitation and content creation.The aim is to improve students’ writing skills by having them continue to write the end of their essays.While common outline writing refers to generalization relying on content created by others,reading followed by writing requires independent creation of content that can fully stimulate students’ imagination.As a result,this new writing model has attracted more and more scholars to conduct research,while most of the studies have been conducted on college and high school students,and its role in promoting learning for middle school students has yet to be studied.This study used tests,interviews,and a questionnaire to explore the effects of continuation task on junior high school students’ English writing ability and attitude in writing,in an attempt to answer the following two research questions:(1)What are the impacts of the application of continuation writing on improving middle school students’ English writing skills(content,language,structure)?(2)What are the effects of continuation writing on junior high school students’ attitudes toward English writing?In this study,102 students in two classes of the first grade of a middle school in the new city of Chifeng were enrolled in a 16-week teaching experiment.The whole experiment was based on English writing class,and the experimental class used the continuation writing,while the control class used the traditional results-based teaching method.During the experiment,the experimental class completed 6 sessions of training,and the control class completed 6 sessions of propositional composition training.At the same time,before and after the experiment,the author conducted a writing attitude questionnaire for the students in the experimental class.By analyzing the pre and post-test data of writing tests and questionnaires through SPSSAU,as well as combining the interview results,this study mainly came to the following conclusions:(1)Continuation writing can effectively improve junior high school students’ English writing ability.It is an efficient writing method.By applying this method to English writing,students’ English writing performance can be improved,and students’ writing ability has been significantly improved in two aspects:content,and structure,and improved but not significantly in language.Post-test experimental class students’ performance in essay writing improved significantly.(2)Continuation writing can effectively improve junior high school students’ attitude in English writing in three dimensions: affective,cognitive and behavioral tendencies of interest,all of which were significantly improved.Based on the results and discussions of this study,we can draw the following pedagogical insights:(1)Teachers should integrate reading instruction with writing instruction,design effective and interesting writing tasks,and select reading materials of appropriate difficulty for continuation writing instruction,design a good reading and writing ratio.(2)In order to achieve efficient English learning and language output,teachers should pay attention to writing feedback including students’ self-assessment,students’ mutual assessment and teachers’ assessment.(3)Tap into language expression and promote language synergy.(4)Promote mutual teaching and learning between teachers and students. |
