An Experimental Study Of The Continuation Task In English Writing Classroom In Senior High Schools

In the teaching of English writing,the input content and output effect have always been a topic of discussion in the educational field.According to the content of the English Curriculum Standards for General Senior High School(2020 Edition),the continuation task has been being a new form of writing for the college entrance examination.Wang Chuming(2012)also verified the effect of the continuation task on students’ writing texts in experiments,but the application of this teaching method is still in the exploratory stage in some areas.Therefore,based on the interactive alignment model,this study explores the impact of the continuation task on senior high school English writing.Based on the interactive alignment model and the input and output hypothesis,this study adopts the experimental method and quantitative research method and takes fresh senior students of Walton School Xuzhou as the subjects.And the continuation task is used in the experimental class.The conventional teaching method of writing is used in control class,and a 13-week teaching experiment is carried out in both classes.At the same time,the researcher collects the texts of pre-test and post-test of two classes as the corpus.A total of 90 texts are collected and analyzed by using Excel to extract high frequency words,and independent sample t-test and paired sample t-test to discuss the following three questions:(1)What is the impact of the continuation task on the lexical density of students’ writing?(2)What is the impact of the continuation task on the grammatical errors of students’ writing?(3)What is the impact of the continuation task on students’ writing achievements?The research findings are as follows:(1)After the training of continuation task,there is an alignment between the post-test writing vocabulary of the students in the EC and the vocabulary of the training texts.The top 30 high-frequency words in the post-test texts of the EC all appear in the training texts,and the frequency is ≥1,while 8 words in the top 30high-frequency words in the post-test texts of the CC appear in the training texts with a frequency of 0.(2)At the grammatical level,the continuation task method can significantly reduce the frequency of five types of grammatical errors: number agreement(p=0.019<0.05),article(p=0.001<0.05),non-finite verbs(p=0.010<0.05),tense(p=0.003<0.05)and Chinglish(p=0.001<0.05),but there is no significant difference before and after the experiment in copula(p=0.241>0.05).(3)The continuation task has a positive impact on students’ writing achievements.The average score of pre-test of EC and CC is 15.733 and 15.4667 respectively,there is no significant difference(p=0.610>0.05);the average score of post-test of EC and CC is 18.200 and 15.600 respectively,there is a significant difference(p=0.000<0.05).Meanwhile,the scores in EC are significantly higher than those in CC.Based on the results above,it can draws three implications:(1)Teachers can integrate continuation task into their daily teaching plans as an effective means of promoting learning.(2)Teachers should pay attention to students’ poor language accuracy.(3)Teachers should choose English novels with appropriate difficulty or other reading materials to increase students’ language input.