A Study On English Writing Teaching In Senior High School Under The Theory Of Extension

For a long time,it has been an indisputable fact that there are “reading-writing separation” and “learning-using separation” in English writing teaching.Based on that,many scholars have made some beneficial explorations.With many years of research and practice,Professor Wang Chuming put forward “the extension theory” to explain the mechanism of language acquisition,which provides efficiently facilitative means,including “the continuation task” and other “continuation” and also provides new ideas for English writing teaching and reform.However,there are still some problems that need further study in English writing teaching of senior high school,such as the low efficiency of writing teaching,students' affective confusion in English writing and so on.Therefore,based on Professor Wang Chuming's “the extension theory”,this thesis attempts to answer the above problems and discusses the following three questions:(1)How does the English writing teaching based on the extension theory affect the affective factors of senior high school students in English writing?(2)How does the English writing teaching based on the extension theory affect the language structure of senior high school students in English writing?(3)How does the English writing teaching based on the extension theory affect the writing effect of senior high school students in English writing?Based on the extension theory,the continuation task emphasizes the process that students understand the input text and then continuate to “continuation”.In the task of continuing writing,the contents have the opening characteristics,which helps to guide students to imitate creatively,so as to promote the expression of students' will and then effectively solve the problems of students' affective confusion in English writing.The “continuation” is beneficial to make the intersection between understanding and output and then produces the flattening effect which facilitates students to align with the language level of the reading materials in the process of writing,so as to improve the language structure of output texts.The close combination of reading and writing reflects the principle of “Learn Together,Use Together”(LTUT)that emphasizes the language using in the accompanying context,which can effectively connect the language input and output to solve the problem of “learning-using separation” in English writing teaching.With the continuation task,students' English writing intention is enhanced,writing interest is increased and language output is better,so that the problem of “learning-using separation” is solved and writing teaching effect is improved.In order to further verify the teaching effect of the continuation task based on the extension theory in English writing teaching,this thesis selected two parallel classes which included 80 students in the grade two of senior high school from Xinyang as experiment subjects and carried out a 14-week teaching experiment.In the process of the experiment,the experimental class(EC)adopted the continuation task method,while the control class(CC)adopted the traditional teaching method(the propositional composition).The experiment combined the quantitative research and qualitative research and obtained the relevant experimental data from the questionnaires and writing tests,and then made statistical analysis of the data by SPSS22.0 and the syntactic complexity analyzer(L2SCA).The interview is made to understand the changes of students' affective factors in English writing.The questionnaires and interview results show that students' affective factors have changed greatly after the experiment.Students writing attitudes have improved and their writing motivation has been enhanced obviously;the writing tests results show that after the experiment,the writing scores of the EC were higher than those of the CC,as well as the post-test scores were significantly higher than the pre-test scores in the EC(P = 0.000,less than 0.05)and the sentence structure complexity was increased.The research results are described as follows.Firstly,the continuation task based on the extension theory has an important effect on students' affective factors in English writing of the senior high school.Students' attitudes and motivation to English writing have improved and their writing willing has increased and the fear of difficulty has decreased.Secondly,the continuation task based on the extension theory has an advantage in facilitating the language structure learning of English writing in senior high school.In the process of writing,creative imitation is beneficial to combine comprehensible input and effective output which can help students to improve the sentence structure complexity of English writing.Thirdly,the continuation task based on the extension theory can improve students' writing scores in senior high school in some degree and the continuation task is more effective than the traditional teaching method in improving English writing level.