A Study On The Application Of Continuation Task To English Writing Teaching In Senior High School From The Perspective Of Genre

Writing is a basic skill that foreign language learners should master,and it is also a concentrated reflection of their comprehensive use of language.Writing takes an important role in all kinds of foreign language tests whether at home or abroad,and is also the key content of high school English teaching in China.Taking the core accomplishment of English subject which was proposed in the 2017 edition of English Curriculum Standard of General Senior High School as evaluation standard,the current English writing teaching in China is obviously deficient in cultivating students’ writing awareness,language competence,thinking quality and so on.Carrying out effective teaching in English writing and exploring new teaching modes have always been concerned and discussed by domestic scholars.Based on the theory of Second Language Acquisition,Wang Chuming,a Chinese scholar,for the first time brought up the teaching mode called Continuation Task in 2012.This teaching mode combines reading with writing and aims to improve students’ English writing ability.Ever since the mode was put forward,it has been widely used in teaching experiments,but the genre of experimental materials is relatively single and the experimental objects are mostly chosen from college.Furthermore,there are relatively few studies on how to use reading materials of different genres for Continuation Task teaching in order to teach students to conduct genre analysis and improve students’ writing quality and ability.Hence,this research studies on Continuation Task teaching from the perspective of genre to explore it’s impact on students’ English writing ability.Based on the Genre theory,Input and Output Hypothesis theory,Synergy Effect theory as well as previous studies,this study explores the effect of Continuation Task from the perspective of Genre.The author conducted a 16-week teaching experiment in Harbin No.1 Senior High School targeting at two parallel classes which respectively are Grade 2 Class 3 and Grade 2 Class 4.This research uses the methods of questionnaire,test and interview to explore the following two questions:(1)Through the Continuation Task that is carried out from the perspective of Genre,is it viable to improve students’ English writing ability(content,structure,language)?(2)Is it also possible to changestudent’s attitude to writing and improve students’ interest and sense of achievement in writing in this way? Due to the limited experimental time,the author chose narrative and argumentative essays as the main genres of reading materials.The results show that applying Continuation Task in different genres of reading materials can improve students’ English writing ability to some extent.Students are able to continue to write according to the characteristics of different genres,and at the same time the content of writing becomes more enriched and the structure turns out to be more reasonable and logical.What’s more,students also get more awareness of the use of diction and grammar when they are writing.Meanwhile,it also changes students’ attitude towards English writing somehow and improves students’ interest and sense of achievement in writing.This study verifies the effect of Continuation Task from the perspective of genre and provides a new model of writing teaching for teachers.