英语论文网

本文是一篇高中英语教学论文，本研究发现总结如下，（1）任务复杂度对高中生读后续写写作成绩有显著影响。在一定认知限度内，任务复杂度的提升有助于写作成绩的提高，但过高的任务复杂度不一定能对成绩的提高产生积极作用。（2）任务复杂度对高中生读后续写写作策略使用有显著影响。本研究中的读后续写任务设计对高中生的资源使用写作策略有显著影响，但对其它写作策略没有显著影响。

Chapter One Introduction

1.1 Research Background

The English Curriculum Standard for Senior High School puts forward new requirements for English teaching. It places great emphasis on developing students' key competencies in English, which include linguistic competence, cultural awareness, thinking quality, and learning ability. To achieve these competencies, the curriculum proposes six elements that guide English language learning: subject context, text type, language knowledge, cultural knowledge, language skills, and learning strategies. Of these aspects, linguistic competence is a critical dimension. To develop the linguistic competence, the New Standards emphasizes the cultivation of students' listening, speaking, reading, viewing, and writing skills. These skills are essential for effective communication and are necessary for students to succeed in various academic and professional contexts. To sum up, the New Standards is designed to cultivate students to become effective communicators, critical thinkers, and active learners and equip students with the necessary skills and knowledge to participate in global communities and succeed in a rapidly changing world. 

However, neither the students’ English writing ability nor the teachers’ writing teaching mode can meet the requirements of the New Standards. Many high school students encounter difficulties in their writing due to limited language proficiency and a lack of effective writing strategies. One of the challenges is that students tend to make frequent spelling and grammatical errors, which can greatly affect the overall quality of their writing. Another problem is the use of Chinglish expressions, which are a mixture of English and Chinese, and can hinder the clarity and accuracy of their writing. 

1.2 Research Significance

This study explores the influence of task complexity on high school students' continuation writing performance from the two dimensions of the quality of written products and the strategies used in the writing process. And the significance of this study can be summarized into two aspects, one is theoretical significance, the other is practical significance.

a. Theoretical significance

The theoretical significance of this study is to provide empirical evidence for theoretical research on task complexity and continuation writing task, and to enrich the research findings of the two research fields.

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