A Study On The Application Of Continuation Task To English Writing Teaching In Senior One

With the revolution in education and the demand for students’ comprehensive ability,the importance of writing in English teaching is becoming more and more prominent,therefore,exploring new methods of teaching writing has become a new goal for English teachers.With the introduction of Continuation Theory,integrating reading and writing,in which students write while interacting with the reading material in alignment as an emerging means of promoting writing skills,whose application in language teaching is becoming more widespread,the teachers tend to apply Continuation Task in their pedagogy.In this research,a teaching experiment was conducted on the English writing teaching in senior one based on the Interactive Alignment Theory and the Continuation Theory with the Continuation Task to explore the impact of Continuation Task on English writing teaching.The participants of this study were 108 students in class A(experimental class)and class B(control class)of Fuyang X Senior High School,and the duration of the experiment was one semester,With the assistance of literature research method,questionnaires,experimentation and interviews,the experimental data were analyzed by the statistical software SPSS to answer the following two research questions:(1)What is the change of students’ attitudes toward English writing in senior one after using Continuation Task?(2)What is the effect of Continuation on students’ achievements of senior one in English writing?What is the effect of Continuation Task on the English writing achievements of students at different levels?The results of the study as follows(1)Teaching writing through Continuation Task can increase the interest of students in English writing,and students prefer this method of teaching in senior high school.(2)Continuation Task can improve the writing achievements of the students in senior one,And Continuation Task contributed to student achievements in both middle level and low level students,and there was a significant difference between pre-test and post-test scores.This shows that there are positive effects of applying Continuation Task to English writing teaching.In addition,there are some limitations of this study,such as the number of students is relatively small,the duration of the experiment is relatively short,the selection of reading materials is relatively narrow,and the number of students at the high level is too small,so that there is still a need for further research on students at the high level.In general,this experiment accomplished the intended purpose and proved that Continuation Task can improve students’ writing ability.At the same time,several inspirations were obtained in response to the experimental results,which were hoped to provide some guidance for future English writing teaching.