A Study On The Application Of Genre-based Approach To English Narrative Continuation Task Teaching In Senior School

Writing is a basic language skill that language learner must master,and the cultivation of writing ability is always the focus of language educational research.However,writing has not received due attention in actual classroom teaching,the major reasons is that writing teaching is time-consuming and inefficient.In order to increase the efficiency of English learning and teaching,Wang Chuming firstly proposed the continuation task in 2012.In 2016,the continuation task was introduced into the college entrance examination due to its good learning promotion effect.As a new test type,the teaching of the continuation task has become a new challenge for high school English teachers.Therefore,this study attempts to apply the genre-based approach of Sydney School to the continuation task writing teaching and explores two questions as follow:(1)What are the effects of genre-based approach on students’ English narrative continuation task writing ability?(2)What are the effects of genre-based approach on students’ English narrative continuation task interest?Based on the genre-based approach,the interactive alignment and the language input and output hypothesis,106 students were selected from two parallel classes of a senior high school in Quanzhou,Fujian Province as the research objects and a 12 weeks teaching experiment were conducted by the means of questionnaire survey,test papers and interview.After data collation and analysis,this study found that students’ writing interest and writing ability have been significantly improved under the instruction of genre-based approach.Firstly,after systematic writing training,the genre-based approach improves students writing interest and confidence.Secondly,the use of genre-based approach to continuation task teaching can effectively improve students’ writing ability.It primarily reflected in 3 aspects: the content of students’ writing becomes more substantial and reasonable,the writing structure becomes clearer and coherent.Besides,after the experiment,students also pay more attention to use diverse and accurate language expression.This study effectively verifies the effect of genre-based approach in promoting learning and it also provides a new mode of the continuation task teaching for English teachers.