Research On The Application Of Continuation Task To English Grammer Teaching In Senior High School

In recent years,due to the introduction of the continuation task into the college entrance examination.A large number of scholars at home and abroad have paid more attention to studying this method.Scholars have studied the role of continuation task,and proved that it can promote the vocabulary and writing in the second language learning.However,the current research pays less attention to the promotion of continuation task to grammar learning.As a difficult point in senior high school,non-predicate verbs take a large percentage in the college entrance examination.Therefore,under the guidance of Wang Chuming’s continuation task theory,this study mainly discusses the effects of continuation task on the acquisition of non-predicate verbs compared with common reading task.How do learners master different forms of non-predicate verbs? Based on this,the following questions are raised:(1)Is there a positive effect on the acquisition of non-predicate verbs after the continuation task?(2)Is there any difference in the effect on the acquisition of non-predicate verbs after the continuation task for students with different English level?(3)Is there any difference in the effect on the acquisition of different forms of non-predicate verbs after the continuation task?(4)What is the student’s attitude towards continuation task?In order to answer the above questions,the author conducted a six-week experiment and 80 students of two classes in the second year of Ningan No.1 Middle School participated in it.The control class carries out reading task,the experimental class carries out the continuation task.After that,the SPSS was used to analyze the data and the following results were obtained:(1)Compared with the reading task,the continuation task has a more positive effect on the acquisition of non-predicate verbs.(2)For learners of different English levels,there are differences in the acquisition of non-predicate verbs.Continuation task can obviously promote the acquisition of non-predicate verbs at the A level and B level students,especially for learners at the B level,but not obvious for learners at C level.(3)There are differences in the acquisition effect of different types of non-predicate verbs.Learners’ acquisition of infinitive and present participle is more effective than that of gerund and past participle.(4)Most students prefer continuation task.In summary,this paper proves that continuation task can promote the acquisition of non-predicate verbs in senior high school English grammar,and has certain guiding significance for grammar teaching in senior high school.In order to promote students’ understanding and mastery of various grammatical phenomena,teachers can selectively introduce continuation task in daily teaching.The innovation of this study is the combination of continuation task with the grammar teaching in high school,hoping to provide a new perspective for grammar teaching in non-predicate verb.