An Experimental Study Of Iterative Continuation In The Teaching Of English Relative Clause In Senior High School

The English Curriculum Standards for Senior High Schools(2017 Edition Revised in 2020)pointed out that students can understand and use the restrictive Relative Clause.However,Wang Qi and Wang Chuming(2019)pointed out that there were great differences between Chinese and English,so Relative Clause is one of the difficulties for Chinese students to learn.The Continuation can achieve efficient language acquisition through creative imitation.However,due to the lack of external supervision,the synergistic effect of Continuation is weaker than that of Continuation in dialogue,thereby weakening the effectiveness of language learning.In response to this,Wang Chuming(2018)proposed the Iterative Continuation with a round reminder mechanism to enhance the intensity of interaction,which included “Novel Continuation” and “Two Rounds of Continuation”.This thesis uses “Two Rounds of Continuation”.Although the previous studies on Relative Clause and Continuation are rich,there are few studies on the impact of Iterative Continuation on senior high school students’ learning of Relative Clause,and few studies focus on the learning effects of students with different levels.This thesis attempts to use Iterative Continuation to help students with Relative Clause learning,and use empirical research to verify its effectiveness and operability,so as to solve the difficulties of teaching Relative Clause for English teachers.This experiment mainly studies the following questions:(1)What effects does Iterative Continuation have on Relative Clause learning of students?(2)What effects does Iterative Continuation have on Relative Clause learning of students with different language proficiency?(3)What effects does Iterative Continuation have on students’ interest in the learning of Relative Clause? This experiment lasted for 6weeks.Two classes of senior two were divided into the Experimental Class and Control Class randomly.Before the experiment,the author conducted a Relative Clause proficiency test on the students,and divided the students of the two classes into three proficiency groups based on the test results.During the experiment,the Experimental Class conducted Iterative Continuation training once a week,and the Control Class conducted practical writing training once a week.After the experiment,the author conducted the test on the students and input the data from two tests into the SPSS for analysis.In addition,in order to reveal more comprehensively the impact of Iterative Continuation on senior high school students’ learning of Relative Clause,the author selected three students from three language proficiency groups in the Experimental Class before and after the experiment for interviews.Through the analysis of the pre-test,post-test,and interviews results,the results are as follows:(1)Iterative Continuation can improve students’ learning of Relative Clause.(2)Iterative Continuation can improve the learning of Relative Clause of students with different language proficiency.What’s more,the improvement is related to the original language proficiency.Among the three language proficiency groups,the high language proficiency group made the greatest progress,followed by the middle language proficiency group,and finally the low language proficiency group.(3)Iterative Continuation can improve the interest of students with different language proficiency in Relative Clause.This study explores the impact of Iterative Continuation on senior high school students’ learning of Relative Clause,and provides theoretical guidance for grammar teaching in China.However,due to the limited number of samples and the short test period,there is still room for further optimization.