A Study On The Influence Of Reading And Writing On The Acquisition Of Positional Phrases By Chinese Elementary English Learners

The expression of location is an important topic in daily communication and in English study as well.However,the expression of location involves plenty of English prepositions which are polysemous.And there are differences between English and Chinese expressions of location.Therefore,some learners' acquisition of English locative phrases is not very successful.At present,although some scholars have pointed out that the learners' acquisition of locative expressions is a challenge,few people explored how to promote learners' acquisition of locative expressions.In recent years,the continuation task,as a new type of writing,has received more and more attention,and its effect on promoting English learning has been greatly verified.Therefore,this study attempts to combine the continuation task with English locative phrases to explore whether the continuation task can promote the acquisition of English locative phrases.This study chose 100 learners from two classes of grade one in a secondary vocational school in Rizhao as the research subjects.The research lasted for about one month.The method consisted of a teaching experiment and an interview.And the teaching experiment included pretest,teaching experiment,immediate post-test and delayed post-test.The researcher combined the data collected by the teaching experiment with the interview data to explore the effect of the continuation task on primary Chinese English learners' acquisition of locative phrases.The three research questions of this study are as follows:1.In comparison with the reading task,what is the immediate effect of the continuation task on primary Chinese English learners' acquisition of locative phrases? Is the immediate effect of the continuation task more significant?2.In comparison with the reading task,what is the delayed effect of the continuation task on primary Chinese English learners' acquisition of locative phrases? Is the delayed effect of the continuation task more significant?3.How do learners' English proficiency and tasks interact in affecting primary Chinese English learners' acquisition of locative phrases?In this study,the data are statistically analyzed by descriptive statistics,paired sample T test,independent sample T test and analysis of variance for inter-group test in SPSS 22.0 software.Together with the results of the interview,the researcher obtained the following results:1.It is found that both the continuation task and the reading task have a significant immediate effect on primary Chinese English learners' acquisition of locative phrases,but the immediate effect of the continuation task is more significant,which means that the continuation task is better than the reading task in promoting learners' acquisition of locative phrases.2.It is found that both the continuation task and the reading task have a significant delayed effect on primary Chinese English learners' acquisition of locative phrases,but the delayed effect of the continuation task is more significant,which means that the continuation task is better in terms of delayed effect.3.Through analysis of variance for inter-group test on the immediate and delayed post-test results of the subjects,the researcher found that learners' English proficiency and tasks have significant interactive effects.This study explores the immediate effect and the delayed effect of the continuation task on primary Chinese English learners' acquisition of locative phrases.The results,to some extent,suggest that English teachers should combine different teaching and learning methods to promote learners' acquisition of English locative phrases.At the same time,this study also provides practical basis for further development of the continuation task.