The Design And Application Of Continuation Writing In English In High School Based On The "Xu-Argument"

The continuation writing belongs to the effective means of promoting learning in“Xu-argument” and emphasizes that the process of language acquisition follows by“interaction--understanding--coordination--production--acquisition”.It provides learners with the opportunity of imitation and creation,reducing the error and negative transfer by their mother tongue.Many teachers and scholars have explored and studied such writing task at universities and high schools.At university,studies have been carried out in terms of discourse,and the influence of the learning factors as well as the vocabulary learning.It has also been found that the continuation writing can not only build a rich context for students when they are exposed to foreign language,but it also helps decrease students’ dependence on their mother tongue.In high school,it has been proved that the promotion from the continuation writing for their language learning lies mainly in the vocabulary and grammar.In writing teaching,the innovation practice has been conducted in English writing teaching in high school.The application of multiple rounds of reading follow-up writing mode has also been explored,taking the course of a unit in Students’ Book as an example,with a conclusion that it is helpful to improve students’ writing.Based on the “Xu-argument”,this study attempts to draw an operable teaching design for writing,discussing its influence on the level of the English continuation writing of senior high school students by three questions:(1)What is the current situation of the continuation writing of learning and teaching in class?(2)What is the teaching design towards the continuation writing based on the “Xu-argument”?(3)What is the effect on the continuation writing by the new teaching design compared to the traditional one?And this study starts with the process of language acquisition emphasized by the“Xu-argument” and the situation of learners,combines the principle of “Learn together,use together”(LTUT)and works out a teaching design for the continuation writing.Aimed at testifying the effect of the teaching design on the continuation writing,the research selects two classes of students of senior three in Lufeng City,Guangdong Province(a total of 78 people),which are randomly divided into the experimental class and the control class with different teaching methods.The experiment lasts for about 10 weeks and the data from the pre-test and post-test are analyzed by SPSS20.0.Besides,interviews with students in the experimental class are for their feelings after the writing teaching.The results of questionnaire survey denote that teachers and students all find it difficult to conduct the continuation writing,and the key point is how to expand the preceding content of the continuation.Some students cannot even understand the given content;some students do not know where to start or they write an incoherent passage.The analysis results of students’ writing test indicate that there is no significant difference between the two classes in the pre-test while the gap between the classes in the post-test widened.The results of the interview show that the evaluations vary from students at different levels.The interviewees consider that the teaching method improves their confidence in the continuation writing and most of them hope to continue the training.