An Experimental Research On The Influence Of Continuation Tasks On Vocabulary Acquisition In A Senior High School

In second language teaching,vocabulary learning has always been the focus of language learners and researchers,and vocabulary learning runs through foreign language learning from beginning to end.In the whole stage of high school English learning,the focus of vocabulary teaching is not only to guide students to learn vocabulary and to use it,but also to understand accurately,use and express vocabulary in context through extensive reading.However,in the process of traditional high school English classroom teaching,students often have the following problems about vocabulary learning: low efficiency of word memory,lack of interest in vocabulary learning and so on.Therefore,more new ideas and methods should be tried in the vocabulary teaching of high schools,and the continuation tasks is a good way.In addition,in the new round of college entrance examination reform,a new task was introduced: the continuation tasks,and the students’ completion results for the tasks were also unsatisfactory.The author reviewed the relevant literature on the relationship between vocabulary acquisition and continuation tasks by scholars at home and abroad,and found that continuation tasks will have a certain positive impact on the second language vocabulary acquisition.Therefore,further research was carried out.By means of test papers and questionnaires,this study conducts an experimental study on the impact of continuation tasks on vocabulary acquisition in the high school,and tries to compare it with reading-based vocabulary acquisition method to explore which one has which method better effect on vocabulary learning.Therefore,the following questions are designed:1.Compared with vocabulary acquisition based on reading,does continuation tasks have better effect on vocabulary acquisition?2.What are the students’ attitudes towards learning vocabulary through continuation tasks?Based on Krashen’s comprehensible input hypothesis and Swain’s comprehensible output hypothesis,this study conducted an 8-week teaching experiment on 82 first-year students in a high school in Changchun City.The author conducted a comparison of the test scores of the students in the continuous writing group and the reading group through the immediate test and the delayed test,and with the result of the questionnaire it finally came to the following conclusions:（1）Continuation tasks have a significant effect on high school English vocabulary acquisition.Through the immediate test and the delayed test,it can be seen that the vocabulary acquisition effect of the continuous writing group is better than that of the reading group.（2）The learner holds a positive attitude that continuation tasks can effectively promote vocabulary learning,and believes that although the continuation task is a difficult and challenging task,it can promote the efficiency of target word learning during the completion process.To sum up,this study explores the effect of continuation tasks on second language vocabulary acquisition,and the author hopes to provide useful inspiration for improving the efficiency of English vocabulary learning in senior high schools.