A Study On The Application Of Interpersonal Interactive Continuation Writing Task To English Writing In Senior High School

English writing in senior high school,as a productive language skill,can enhance learners’English proficiency comprehensively.However,in senior high school English teaching,teachers often give students“quick writing templates”,which cannot really cultivate students’writing competence and language creativity.Rote memorization of the“templates”can cause writing anxiety,even aversion to English writing.Therefore,how to help students acquire linguistic competence and linguistic creativity in a relaxed environment is a disturbing issue to be settled urgently in senior high school English teaching.With the appearance of Continuation Writing Task in some of the English test papers of College Entrance Examination as a writing test item,it is gradually employed in English writing teaching in senior high school.Continuation Writing Task is a combination of input and output.Continuation writing creatively based on the pretext can avoid rote memorization and trigger the self-drive of expression,which can realize the integration of language learning and using.But Continuation Writing Task only focuses on the teaching content of the class and emphasizes the interaction between individual learners and reading text,which is the coordination occurred between the language input and output,neglecting the interpersonal interactive alignment.To compensate for the deficiency,this study attempts to insert the interpersonal interaction into Continuation Writing Task class.That is Interpersonal Interactive Continuation Writing model,in which activities or devices that can trigger the interpersonal interaction will be applied into continuation writing class.To probe the effects of this teaching model on the English writing performance and writing anxiety of learners from senior high school,a teaching experiment was designed as follows.The subjects of this study were 118 students from two classes in a senior high school.Class 1 with 58 students,selected as control class（CC）,and Class 2 with 60 students,selected as experimental class（EC）,were parallel to each other before the teaching experiment.Class 2 adopted the Interpersonal Interactive Continuation Writing Task while Class 1 adopted Continuation Writing Task.This empirical study,lasted 15 weeks from September 14^th,2021 to January 6^th,2022,with the aim of providing tentative answers to the following two questions through writing tests,questionnaires and interviews.1.What are the effects of Interpersonal Interactive Continuation Writing Task on the English writing anxiety of senior high school students?2.What are the effects of Interpersonal Interactive Continuation Writing Task on the English writing proficiency of senior high school students?The reading materials and teaching procedures were almost the same except some activities.The activities in Interpersonal Interactive Continuation Writing Task class tried to trigger more interpersonal interaction,while those in Continuation Writing Task class tried to avoid interpersonal interaction.Then the data were collected and analyzed quantitatively and qualitatively.The data from questionnaires and the writing tests were used to test the changes of writing anxiety and writing performance respectively.The interviews were used to get some information that is not available from the tests and questionnaires.The results were as follows:1.the teaching model can contribute to an enhanced English writing proficiency and it is more effective to low level proficiency learners.2.the teaching model can help students lower the English writing anxiety and it is more effective to low level proficiency learners.What’s more,the teacher and most of the students were in favor of this model and it can also improve students’cooperative and communicative ability according to the interviews.When students are doing the Continuation Writing Task,the pretext builds up a relevant context,which can stimulate the existing schemata in their minds,and provides some language samples which would be used in the latter production section.The reading material is the rationale of the storyline development and content innovation,which can ease English anxiety that is about how to start writing.Interpersonal Interactive Continuation Writing model,in which Continuation Writing Task in tandem with other student-oriented approaches,is an eclectic foreign language teaching approach consisting of continuation writing fortified with a regular dose of learner-centered activities,and presents a plausible way forward.