A Study On The Application Of The Comparative Continuation Task To English Writing Teaching In Senior High School

High schools English Teaching is divided in five main areas: listening,speaking,reading,writing,and viewing.Among them,writing is not only a reflection of students’ English competence,but also an important indicator for measuring their comprehensive ability and application level.However,traditional writing training can no longer meet the crying needs of improvement of pragmatic competence for students,and therefore improving the English writing competence of senior high school students has gradually become a major problem that needs to be solved in English teaching.In order to alleviate this problem,Professor Wang came up with the new writing model of Comparative Continuation Task.As a variant of continuation task,it emphasizes the interaction and alignment effect between learners and reading materials and can make up for the weakness of continuation Task of deficient interaction and lacking alignment effect.However,the experimental study of the comparative continuation task that has applied in senior English class teaching is still rare,and related studies are needed to perform whether comparative continuation task is effective in improving senior school students’ English writing ability.Therefore,this study is a combination of questionnaires and interviews,to conduct an empirical study on the application of comparative continuation to the high school level,aiming to address three questions.(1)What is the impact of comparative continuation task on improving students’ English writing ability?(2)Does the comparative continuation task increase students’ interest in English writing?(3)Does the comparative continuation task increase students’ scores in English writing?The author randomly divided the taught classes into EC and CC,and conducted a teaching experiment on the two classes with a total of 96 students as the research subjects for one semester.During the experimental period,48 students in the experimental class used the writing teaching mode of comparative continuation task and 48 students in the control class used the writing teaching mode of traditional topic writing,aiming to investigate the effect of the comparative continuation task on the English writing level of senior high school students.This study used two questionnaires before and after the experiment with the aim of investigating the effect of comparative continuation task on the English writing interest of senior high school students.In order to find out students’ attitudes toward comparative continuation task,the author also interviewed six students in the EC after the experiment.We can know from the experiment: Firstly,the comparative continuation writing teaching method had a positive impact on improving students’ writing ability,especially in terms of content and language,but not in terms of improving the organization.Besides,the comparative continuation writing teaching method could increase high school students’ interest and scores in English writing,this study provided useful insights for teaching English writing in senior school.