How does Alignment Work in the Continuation Task by Advanced EFL Learners:A Case Study

The continuation task (Wang & Wang, 2014) proves to have language learning potentials by many empirical studies (Peng, 2018). This study intends to explore its underlining alignment mechanisms through two continuation tasks on English materi-als called Chon and Charles by two Chinese linguistics-major graduates (EFL learners). The results show that alignment is ubiqui-tous both linguistically and thematically, and the reading and writing are tightly coupled. This indicates that the continuation task will significantly benefit second language writing pedagogy if applied appropriately.

The Effect of the Continuation Task on the Acquisition of the Chinese Spatial Phrase Structure by L2 Chinese Learners

This study aims to investigate the effect of the continuation task （CT） on the acquisition of the Chinese spatial phrase structure （SPS） by learners of various L1 backgrounds learning Chinese as a second language （CSL）. Two groups of participants were formed： a continuation group and a reading comprehension group. The former was required to continue in Chinese a text with its ending removed, while the latter needed to complete the Q＆A questions after reading the same text. The effect of the tasks was measured by examining the CSL learners＇ correct use of the Chinese SPS in three aspects -- the circum-construction, the use of prepositions and the use of the locative. The study found that the continuation group made significant improvement from the pretest to the posttests while the reading comprehension group did not. Moreover, the continuation group outperformed the reading comprehension group significantly in the posttests, though there was no significant difference between them in the pretest. The results showed that CT can facilitate CSL learners＇ acquisition of the Chinese SPS, with a better effect than the reading comprehension task.

Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the ReadingSpeaking Integrated Continuation Task

This study aims to uncover the relationship between interaction and alignment in a readingspeaking integrated continuation task, especially focusing on whether an increase in interaction intensity can lead to stronger alignment and further generate positive effects on L2 learning. To this end, 31 participants were asked to perform reading-speaking integrated continuation tasks under three different conditions featuring low, medium and high interaction intensity respectively. The results showed that 1) alignment existed in the reading-speaking integrated continuation task;2)increasing interaction intensity generated stronger alignment at both linguistic and situational levels;3) growing interaction intensity contributed to more coherent and accurate L2 oral production. These findings not only proved the workings of mind-body-world alignment, but also testified that increasing interaction intensity could bring about a stronger alignment effect(Wang,2010), which then contributed to better L2 oral performance. These findings confirm again the role of interaction in L2 learning and suggest that alignment could possibly be a mediating factor that links interaction and L2 development. Pedagogical implications for teaching and learning L2 speaking are discussed.