A Study On The Application Of The Continuation Task In English Writing Teaching In Senior High School

Writing is a skill which integrates the input and the output of English learners,and it is considered as the most important and difficult part in English learning.Because it is a productive skill,which shows students' English ability based on their current knowledge and also cultivates their thinking and innovation ability.In practical teaching,however,writing is still a tough task both for teacher and students,so it is necessary to find an effective method to solve this problem.The purpose of this thesis is to study the effectiveness of the application of the Continuation Task in senior high school English writing teaching.The researcher employed the Continuation Task into the experiment to explore these research questions:(1)What are the effects of the Continuation Task on the students' English writing ability?(2)What are the changes of students' writing attitude toward the Continuation Task?The researcher conducted the experiment in one senior high school in Shenyang.The participants of the study were totally 86 students from two classes in Grade One.The instruments of the study included questionnaires,interviews,and tests,and the experiment lasted for around three months,and the participants had an English writing class for two weeks.So there were six lessons in the experiment,which followed the steps of making a teaching plan,implementing the teaching plan,and evaluating.Before the start of the experiment,the researcher conducted a pre-test in the two participated classes to test whether there were no significant differences,andconducted an interview and questionnaire to collect the students' attitude toward writing before the study.At the end of the research,there was a post-test to test that whether the students' writing ability has been improved,and another interview and questionnaire to investigate whether students' writing attitude has been changed.The results reflect that this approach can improve students' English writing ability,and students' expression becomes more authentic and the structure is more coherent by the alignment of the original passage;on the other hand,the approach can change students' attitude,and students are more active and self-conscious in writing.