读后续写在高中英语写作教学中的推广思考

st proposed the continuation tasks in Chinain 2012,and was the first to give the method a theoretical meaning.It is a good wayto improve the efficiency of learning a foreign language by combining the learningand use of language in a practical way"(Wang Chuming,2012).The core concept ofcontinuation tasks is alignment,a concept that refers to the psychological process bywhich both parties to a conversation constantly adjust their mental and linguisticrepresentations and adapt to each other in order to achieve efficient communicationout of communicative need,and continuation tasks that combine production andcomprehension are influenced by alignment(Pickering&Garrod,2004).Due to theincomplete content of the readings provided in the continuation tasks,whichcombines both comprehension and output,the task that requires students to completethe endings in the writing section can greatly mobilize second language learners'willingness to write,driven by a strong desire to express themselves,byfamiliarizing themselves with the previous text,making sense of it,stimulating theirimagination,and perfectly achieving a close combination of creative content andlinguistic imitation.In this continuation interactive dovetailing and conscious imitation by the learners,the quality of writing is improved and the writing ability isenhanced.Therefore,continuation tasks are considered an effective way toaccelerate the improvement of improving students'foreign language expressionskills and enhancing their interest in English writing.

2.2 Theoretical Basis

In the process of reading and writing,reading provides comprehensible input forthe continuation,and the output task setting of the continuation also makes demandsfor the effectiveness of reading.In the process of reading and writing,an alignmenteffect is created through the interaction between input and output texts,and betweenthe person and the text,which leads to a learning promotion effect.Therefore,themain theoretical foundations involved in this study are the input-output hypothesisand the alignment effect.

2.2.1 Input Hypothesis

In 1982,Stephen Krashen proposed the Input Hypothesis,also known as theMonitoring Model,which consists of five hypotheses,namely the Acquisition-Learning Hypothesis,the Natural Order Hypothesis,the MonitoringHypothesis,the Affective Filter Hypothesis,and the Input Hypothesis.The main ideaof the input hypothesis is that language acquisition can only occur when learners aregiven comprehensible input and they are able to understand the meaning orinformation rather than the form of the sentence(Krashen,1985).It emphasizes thatcomprehensible input is the primary condition for language acquisition.

Assuming that the learner is providing comprehensible input,when it passesthrough the affective filter,it will trigger the opening of the language acquisitionapparatus and the learner will be better able to acquire the language.Thus,meaningful words can help learners understand and thus facilitate learning.Incontrast,if learners focus only on the form of the language,they are only learning,not acquiring the language(Krashen,1982).

Chapter Three Research Design........................31

3.1 Research Questions....................................31

3.2 Research Participants.........................31

3.3 Research Methods..............................32

Chapter Four Results and Discussion.............................53

4.1 Results of the Experiments and Discussion........................53

4.1.1 Results of the Experiment...............................53

4.1.2 Discussion of the Experiment..............................62

Chapter Five Conclusion..........................72

5.1 Major Findings.............................72

5.2 Implications....................................75

5.3 Limitations...................................76

Chapter Four Results and Discussion

4.1 Results of the Experiments and Discussion

In this experiment,the pre-test and post-test were used to detect changes instudents'writing levels af