Although the story continuation writing task(SCWT) has attracted much research attention, few studies have investigated the construct of the task, particularly with respect to which language competence it focuses on. ...Although the story continuation writing task(SCWT) has attracted much research attention, few studies have investigated the construct of the task, particularly with respect to which language competence it focuses on. In addition, although some studies have demonstrated that China’s Standards of English Language Ability(CSE) provides comprehensive insights into the development of Chinese learners’ English language proficiency, little research has investigated the relationship between CSE and SCWT. This study drew upon the CSE to develop an SCWT language use inventory to address the above research gaps. A total of 358 high school students were asked to complete the questionnaire, of which 277 valid responses were analyzed. Exploratory factor analysis(EFA) on the CSE-based questionnaire revealed the presence of six factors, namely language correctness, language variety, task planning, connecting-and-generating, selecting-andmining, and organizing. The strategy of connecting-and-generating was the only significant predictor of the learners’ SCWT scores. The paper also discusses the findings relating to the SCWT rating and other integrated writing tasks.展开更多
The Continuation Task is the integration of input and output language knowledge that generates a bidirectional alignment effect.When teachers apply Continuation-task Teaching Method,writing quality of students can be ...The Continuation Task is the integration of input and output language knowledge that generates a bidirectional alignment effect.When teachers apply Continuation-task Teaching Method,writing quality of students can be improved effectively.This paper makes a systematic study on the relationship between Continuation Task and L2 Writing from the perspective of theoretical basis and necessity.展开更多
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 continua...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.展开更多
文摘Although the story continuation writing task(SCWT) has attracted much research attention, few studies have investigated the construct of the task, particularly with respect to which language competence it focuses on. In addition, although some studies have demonstrated that China’s Standards of English Language Ability(CSE) provides comprehensive insights into the development of Chinese learners’ English language proficiency, little research has investigated the relationship between CSE and SCWT. This study drew upon the CSE to develop an SCWT language use inventory to address the above research gaps. A total of 358 high school students were asked to complete the questionnaire, of which 277 valid responses were analyzed. Exploratory factor analysis(EFA) on the CSE-based questionnaire revealed the presence of six factors, namely language correctness, language variety, task planning, connecting-and-generating, selecting-andmining, and organizing. The strategy of connecting-and-generating was the only significant predictor of the learners’ SCWT scores. The paper also discusses the findings relating to the SCWT rating and other integrated writing tasks.
文摘The Continuation Task is the integration of input and output language knowledge that generates a bidirectional alignment effect.When teachers apply Continuation-task Teaching Method,writing quality of students can be improved effectively.This paper makes a systematic study on the relationship between Continuation Task and L2 Writing from the perspective of theoretical basis and necessity.
文摘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.
