A Study On Differences Of The Influence Of Different Genres Of Continuation Writing On Senior High School Students’ Writing Self-efficacy

English language testing in China pays more attention to the investigation of students’ comprehensive language ability,advocates the combination of various modes(listening,speaking,reading and writing),and pays attention to improving students’ ability to grasp and process information,analyze and solve problems in English.General Senior High School Curriculum Standards(2017 Edition)Jie Du emphasizes that continuation writing pays attention to the cultivation of students’ ability to grasp the language information and features of the passage,and the ability to use the language accurately and richly;the ability to control discourse structure and creative thinking.Continuation writing combines language comprehension with language output,and pays attention to the authenticity of language materials,which is helpful to promote students’ comprehensive language ability.Combined with the current situation of the research on continuation writing,the relevant researches mainly focus on the empirical study of this type of question on students’ performance,and there are few studies on its impact on students’ emotional motivation.However,most of the previous studies focused on college students.According to this,this study takes senior high school students as the research object to explore the influence of different genres of continuation writing on senior high school students writing self-efficacy.It is expected to be helpful and enlightening for senior high school English teachers’ follow-up reading and writing teaching of different genres.(1)Do different genres of writing continuation tasks affect senior high school students’ writing self-efficacy?(2)Is there any difference in the influence of writing continuation tasks of argumentative text and narrative text on senior high school students’ writing self-efficacy?If there is a difference,what is the difference?The study adopts the methods of questionnaire and test.based on the questionnaire on writing self-efficacy of second language learners developed by Teng et al.(2017),50 participants were randomly selected and analyzed by SPSS 26.0.The results showed that sig of writing self-efficacy of narrative and argumentative writing is 0.07 and 0.002 respectively,both of which were less than 0.05 and had significant effect.In order to explore the differences between the two different genres,this study made a discourse analysis of students’ writing with the help of the analytical evaluation criteria of the English composition of the college entrance examination.According to the scoring criteria of the subsequent writing of the new college entrance examination,participants’ writings were scored by teachers.There are differences between them in terms of textual cohesion and vocabulary,with an average score of 16.255 and 17.164,and the average score of argumentative continuation writing was higher than that of narrative continuation writing.After six months of teaching experiment,this study draws the following conclusions:(1)different genres of writing continuation tasks have an impact on senior high school students’ writing self-efficacy.(2)Argumentative continuation writing has a greatly significant impact on students’ writing self-efficacy such as grammar and vocabulary and textual cohesion of regulate writing self-efficacy.What’s more,the average scores of argumentative continuation writing task was higher than that of narrative continuation writing task.This experiment enlightens high school senior English teachers that in the future teaching,we should pay attention to the field of students’ emotional motivation,enrich evaluation methods,do a correct work of backward students and design attractive teaching activities.