英语论文网

本文是一篇英语教学法论文，本研究在一定程度上丰富了读后续写的研究，即前文的文本特征可以影响到续作文本的文本特征，验证了在抽象的文本特征层面，也就是文本复杂度层面（辛&李,2020）存在协同。

Chapter One Introduction

1.1 Background of the Study

With increasing globalization,the importance of foreign language learning hasbecome more and more prominent,which requires learners to develop the ability oflanguage use.In addition,the National English Curriculum Standards,(2017 edition,2020revision)points out that English learners need master language skills and continuouslyimprove English writing.

Under the background of the National College Entrance Examination reform,“Continuation Writing after Reading”has become a new writing type and has thus becomethe main form of writing practice for high school students.

Writing and reading have always been an indispensable part of language learners’learning of the target language.Reading is one of the most important ways of foreignlanguage input.Only a sufficient amount of language knowledge can be input to providethe basis and source of language output.Compared with listening and reading,writing ismore difficult and complex,and it requires knowledge of vocabulary,syntax,grammar,cultural background,and so on.Writing helps learners to mobilize their knowledge of thevocabulary and syntactic structures of the language they are learning,and facilitates theautomation of language use and language acquisition,which is an effective“comprehensible output”(Swain,1985,p.249).

1.2 Purpose of the Study

CT,as a new test form of combining reading and writing,provides learners with anincomplete story,which not only provides learners with language input as imitationmaterial,but also stimulates learners’imagination and creativity,and then helps learners torealize creative imitation.Alignment is at the core of CT,in which learners are required toread and continue an incomplete story.The input language is closely related to the outputlanguage,but the alignment effect is different for different proficiency levels of learners.Inaddition,lexical complexity and syntactic complexity are important indices of Englishwriting proficiency.The current research mainly focuses on the writing complexity ofcollege English major undergraduates,and there are relatively few studies on that of highschool students.

Therefore,this study,based on the Interactive Alignment Theory,the InputHypothesis and Output Hypothesis,take the continuations of all the Grade two students ina high school in Jiangsu Province as the corpus.The study aims to investigate the effect ofCT on the linguistic complexity of high school students’continuing compositions indifferent groups and find out the factors that may contribute to it,so as to enrich therelevant empirical research.Based on the findings of this study,suggestions for teachingwill be proposed.What’s more,this study has important theoretical and practic alimplications.

Chapter Two Literature Review

2.1 Continuation Task

CT has ended the separation between reading and writing,and it closely combinesreading and writing.The asymmetry between students’comprehension and productiveability creates a leveling effect,even if their output ability approaches their understandingability,thus achieving an efficient learning promotion effect.This study adopts thedefinition of CT p本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。