| English writing is one of the five basic skills(the other four are listening,speaking,reading and viewing).It serves as an important approach for students’ language application.Yet,there still exist problems in practical senior high school English teaching.Teachers pay insufficient attention to English writing teaching,and students are not interested enough in English writing,which is not beneficial to the improvement of students’ language output level.Thus,it is necessary to improve the current state of English writing instruction.In 2010,Continuation Task(hereafter CT)was proposed by Professor Wang Chuming,and it is concerned as an effective way to improve students’ writing ability.CT is a kind of writing task asking students to read and continue to write the article which without an ending.The aim of CT is to realize Alignment,that is,the output of students’ writing language is constantly approaching the level of the input reading materials.CT is used as a new attempt to English writing teaching.Through literature review,the author concluded the previous studies.As for research content,existing studies mainly focus on the factors that affect the Alignment of CT,the learning promoting effect of CT on second language acquisition,and the empirical application of CT in teaching.And research subjects are mainly college students.There are few studies on the effect of CT in the basic education stage.And the research questions seldom both contain writing ability and emotion.Therefore,on the theoretical basis of the Interactive Alignment Model,the Input Hypothesis,and the Output Hypothesis,this study aims to answer two questions:(1)The effects of CT on senior high school students’ English writing in terms of content,organization and language;(2)The effects of CT on senior high school students’ English writing interest.In this study,100 students from two parallel classes of Grade 10 in Zhenyan Senior High School in Yiyang City,Hunan Province were selected as the research objects.Each class has 50 students,and the two classes were randomly divided into the EC and the CC.Questionnaire,test and interview are the research instruments of this experiment.Before the experiment,the author used the pre-test to identify whether the EC and the CC have the same level of writing.During the experiment,the EC adopted CT,and the CC adopted traditional Proposition Writing.After the experiment,the author uses the post-test to know the difference of writing scores between the two classes,and to find out whether the interest of the EC in English writing has improved after the use of CT through questionnaire and interview.The Pre-test and Post-test writing materials are all from the unified final examination paper.The test and grading are according to the scoring standard of the College Entrance Examination.Thus,the test materials are of high preciseness.All the data were analyzed by SPSS 27.0,and the score changes of the two classes were compared mainly by descriptive statistical research and independent sample t-test.The research reveals that:(1)Both traditional Proposition Writing and CT can improve students’ writing ability to a certain extent.(2)There is no significant difference in the influence of the two on students’ writing organization,but CT has a greater impact on students’ writing content and language.(3)The questionnaire and interview results show that CT can effectively improve students’ writing interest.This study confirms that,compared with Proposition Writing,CT has a more positive impact on senior high school students’ English writing ability and interest.This study suggests that teachers pay attention to the relationship between reading and writing in teaching,present materials with appropriate difficulty and interesting content as much as possible,fully arouse students’ enthusiasm for writing,and make CT play its part in promoting learning.However,due to the experimental period and the sample number,there are still limitations to this study. |
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