An Experimental Study On The Application Of The Continuation Task In English Writing Teaching In Senior High School

Writing is one of the most important ways of output.It not only shows the comprehensive language proficiency of language learners,but also helps to improve the accuracy of language use.However,writing is one of the weakest links in English learning for students as well.Two reasons cause this situation.One is that teachers teach reading and writing separately,most of whom ignore the fact that reading plays a pivotal role in facilitating writing.Thus,this leads to the void of content and writing material in students’ compositions.The other is that teachers’ main energy is to put on vocabulary and grammar teaching,but students’ sense of discourse and pragmatic use are ignored.These cause that students’ compositions are lack of coherence and logic,and less readable.Therefore,the continuation task is applied to the English writing teaching in senior high school,which combines the reading with writing.This research is based on comprehensible input hypothesis,interactive alignment theory and comprehensible output hypothesis,and the research experiment is conducted in Baiyun No.1 Senior High School,a total of 89 students whose writing proficiency are basically the same were selected from Class one（the control class）and Class three（the experimental class）of Grade Two.This thesis intends to discuss the following questions:1.What are the problems in students’ English writing before applying continuation task to English writing teaching?2.What are the changes in students’ English writing by the application of continuation task to English writing teaching?3.What are the effective ways to implement continuation task in English writing teaching?Before conducting the experiment,the current situation of English writing teaching was investigated and analyzed through questionnaires,pre-tests and interview.Based on these results,the effective continuation task was designed for the students in the experimental class.At the end of the experiment,a post-test was conducted for two classes,the post-questionnaire was delivered in the EC,and five students were invited to finish the second interview in EC,which aim to investigate whether there is any difference in writing level between two classes.The results showed that although the writing scores of both classes improved,students in EC made more significant progress than CC,especially in the coherence and logic of the writing content.In addition,students in EC indicated that applying the continuation task in writing had a certain impact on their thinking ability and writing interest.It should be noted that the students’ learning level and cognitive characteristics need to be taken into account when teachers design the continuation tasks.Also,the given reading materials should stimulate students’ desire to write and can arouse students’ enthusiasm for writing.