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

English Curriculum Standards for Senior High Schools(2017)clearly elaborates that language skills are crucial to language ability.As one of the most important language skills,writing is often used to evaluate students’ comprehensive language ability.However,writing teaching is still a problem for teachers and students that needs to be solved.Wang Chuming(2012)proposed continuation task,which combines reading and writing,and improves students’ foreign language ability through the interaction and alignment of input and output.This provides a new idea for our current English writing teaching.However,according to the current studies,few empirical studies in the continuation task were taken in senior high school because its novelty and difficulty.This research,based on context theory and interactive alignment,tried applying continuation task to the English writing classes in senior high school to study the influence of continuation task on students’ writing ability and writing attitude.In this study,100 senior high school students,from two parallel classes in Chongqing X Senior High School,participated in this research.An experiment class(EC)and a control class(CC)were set up respectively.After sorting out the literature review and taking the specific situation of students into consideration,the researcher conducted a 14-week experiment,which was divided into three stages,pre-experiment,while-experiment and post-experiment.Before the experiment,it was mainly to prepare for the experiment.Both classes had to carry out a writing test and a questionnaire survey.The pre-test is used to investigate the writing ability of students in the two classes to make sure the objectivity of the experiment.Meanwhile,the pretest is used to compare with the post-test.The questionnaire is to measure students’ attitudes towards English writing.During the experiment,the two classes had to complete 6 writing tasks.The EC adopted the continuation task,while the CC used the mode of traditional topic writing.After 14 weeks,both the two classes were required to complete the post-test task and questionnaire survey within a fixed time.Meanwhile,the teacher randomly selected six students from the experimental class to conduct an interview survey,mainly to compare the changes in students’ writing ability and attitude after the experiment,as well as the students’ views and suggestions of students on the continuation task.After the experiment,the researcher sorted out the collected data and used SPSS 25.0 analysis software to analyze and discuss the collected data.The results show that continuation task can improve students’ English writing ability,especially for improving the writing structures and optimizing the language expressions.In addition,continuation task can improve students’ attitudes to English writing,by optimizing students’ writing habits and strengthening students’ self-efficacy in English writing.Through the research,the researcher finds that the combination of reading and writing is an effective way to improve students’ English writing.Teachers can apply the continuation task to the writing class,which can not only improve students’ language ability,but also stimulate students’ creativity and imagination.The teaching enlightenment from this study is that teachers should pay attention to the combination of reading and writing in teaching and the choice of continuation materials,so that students can fully understand the text in the context and promote writing by reading.