An Empirical Study On Corpus-assisted Teaching Of English Continuation Writing In Senior High School

With the emergence of a new testing type of “continuation writing” in the college entrance examination,more and more educational researchers are focusing on this section.In the context of the new college entrance examination,continuation writing has transformed the traditional test method of students’ writing ability in the college entrance examination and is the first test type integrating reading and writing skills in the middle school stage.This type of testing aims to examine students’ ability to extract the key information and grasp the structure of the article,the accuracy and variety of language use and creative thinking ability,which brings new challenges to both teachers and students and sets a higher requirement.It has become a difficult problem to carry out the teaching of continuation writing effectively and explore a suitable teaching mode.Corpus linguistics is a new branch of linguistics that intersects with computer science.The corpus contains a large number of rich and authentic corpus resources.Given its unique advantages in assisting language learning,it has been widely used in English teaching in recent years,which has greatly improved the efficiency of English teaching.In the context of the new college entrance examination reform,the corpus can adapt to the current concept of deep integration of information technology and teaching and its effectiveness has also been confirmed by teaching practice.Therefore,this study aims to provide a new teaching model of continuation writing for teachers to refer to by applying corpus to the teaching of continuation writing and exploring the role this teaching method plays in promoting students’ continuation writing ability.This study mainly explores the following two questions:1)Can corpus-assisted English continuation writing teaching in senior high school improve students’ continuation writing ability?2)How can a corpus be utilized to assist the effective teaching of continuation writing in senior high school?The study conducted a ten-week teaching experiment among 200 grade one senior high school students in Sanmenxia,Henan Province.The participants were tested respectively before and after the experiment and the data of their continuation writing scores were collected and analyzed to verify the effect of the teaching mode of corpus-assisted continuation writing.After the experiment,a questionnaire survey and interviews were conducted in the experimental class to further understand the students’ views and attitudes towards this teaching mode,so as to explore how to use corpus more efficiently to assist the teaching of continuation writing.It was found that the teaching mode of corpus-assisted continuation writing can promote the students’ continuation writing ability,improve the students’ interest and cultivate the students’ autonomous learning ability.In addition,in order to make more effective use of corpus to assist the teaching of English continuation writing in senior high school,teachers need to give full play to the advantages of corpus in the daily English teaching,such as applying it to the vocabulary and grammar teaching,so that students can use corpus skillfully to carry out independent learning;teachers also need to build or guide students to create some targeted small English corpus suitable for high school,which is more convenient for daily learning reference.This study has verified the effect of corpus-assisted English continuation writing teaching in senior high school,proved the advantages of this teaching method,affirmed itself feasibility and provided a new teaching model for teachers to refer to.However,this study also has limitations.It is expected to be further refined and optimized in future teaching research to provide a mature new teaching model for teachers.