This study was conducted with non-English sophomore students,aiming to explore the effects of different interaction combinations and language levels on continuous writing in an online environment,and compare the diffe...This study was conducted with non-English sophomore students,aiming to explore the effects of different interaction combinations and language levels on continuous writing in an online environment,and compare the differences in lexical alignments and composition quality of learners with different interaction combinations and language levels in the same continuous writing task through experiments.The results show that the mean values of the word-phrase alignment of the paired group were higher than those of the individual group in different interaction combinations,and the two groups showed significant differences;in terms of composition quality,the individual group was better than the paired group,but there was no significant difference between the two groups in terms of task continuation.Secondly,the word-phrase alignment and composition scores of the different language-level groups were higher than those of the same language-level groups,and there was a significant difference between the two groups in terms of word-phrase alignments,but not in terms of composition scores.The results of this study can be useful and informative for second language teachers in future continuous teaching in online environments.展开更多
The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,the...The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,they often make grammar errors in writing;as a result,they do not obtain high scores in English writing;third,they form sentences based on their habit of thinking in their mother-tongue because of the influence of mother tongue transfer;in that case,Chinglish often appears in their compositions,and this is one of the main reasons they do not obtain high scores in English writing;finally,they do not arrange their compositions well,so most of their compositions are loosely organized.As reading and writing are designed as two separated parts in most English textbooks used in China,it is a challenge for teachers to design post-reading activities to integrate reading and writing because it is time-consuming.Based on the present situation of students’English writing and the teaching situation of English writing in junior high schools,this paper will discuss how to utilize post-reading activities to help students memorize vocabulary effectively,use vocabulary and grammar appropriately,avoid the influence of mother-tongue transfer,and build compact structures,so that they can improve their English writing skills.This discussion is based on the awareness of integrating reading with writing and making reading a supportive element of writing by utilizing post-reading activities.展开更多
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
Continuation writing,a new form of testifying students’comprehensive English competence,is also a way to better English as a foreign language.The author here,aiming to use it as an efficient way of boosting students...Continuation writing,a new form of testifying students’comprehensive English competence,is also a way to better English as a foreign language.The author here,aiming to use it as an efficient way of boosting students’English competence,proffers a systemic approach for students to getting familiar with and getting close to the writing to improve their ability based on writing after reading.Therefore,this paper is all about the systemic way of approaching continuation writing,including the recognition of the criteria,the ideal writing steps or procedures,the writing evaluation and so on.With all the work done here,the author had hoped to provide the frontline teachers and students a bird view of the continuation writing and a practical way to it.展开更多
Under the background of the new college entrance examination,the English writing part of the Chinese college entrance examination has undergone great changes.The continuation writing as a complete new part has receive...Under the background of the new college entrance examination,the English writing part of the Chinese college entrance examination has undergone great changes.The continuation writing as a complete new part has received great attention,which puts new demands and challenges on students’abilities.This paper will start from the research background,clarify the relevant theoretical basis,and analyze the problems existing in senior high school students’continuation writing,trying to find solutions,providing relevant case studies,looking forward to giving front-line teachers some useful references and helpful advice.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This study was conducted with non-English sophomore students,aiming to explore the effects of different interaction combinations and language levels on continuous writing in an online environment,and compare the differences in lexical alignments and composition quality of learners with different interaction combinations and language levels in the same continuous writing task through experiments.The results show that the mean values of the word-phrase alignment of the paired group were higher than those of the individual group in different interaction combinations,and the two groups showed significant differences;in terms of composition quality,the individual group was better than the paired group,but there was no significant difference between the two groups in terms of task continuation.Secondly,the word-phrase alignment and composition scores of the different language-level groups were higher than those of the same language-level groups,and there was a significant difference between the two groups in terms of word-phrase alignments,but not in terms of composition scores.The results of this study can be useful and informative for second language teachers in future continuous teaching in online environments.
文摘The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,they often make grammar errors in writing;as a result,they do not obtain high scores in English writing;third,they form sentences based on their habit of thinking in their mother-tongue because of the influence of mother tongue transfer;in that case,Chinglish often appears in their compositions,and this is one of the main reasons they do not obtain high scores in English writing;finally,they do not arrange their compositions well,so most of their compositions are loosely organized.As reading and writing are designed as two separated parts in most English textbooks used in China,it is a challenge for teachers to design post-reading activities to integrate reading and writing because it is time-consuming.Based on the present situation of students’English writing and the teaching situation of English writing in junior high schools,this paper will discuss how to utilize post-reading activities to help students memorize vocabulary effectively,use vocabulary and grammar appropriately,avoid the influence of mother-tongue transfer,and build compact structures,so that they can improve their English writing skills.This discussion is based on the awareness of integrating reading with writing and making reading a supportive element of writing by utilizing post-reading activities.
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Continuation writing,a new form of testifying students’comprehensive English competence,is also a way to better English as a foreign language.The author here,aiming to use it as an efficient way of boosting students’English competence,proffers a systemic approach for students to getting familiar with and getting close to the writing to improve their ability based on writing after reading.Therefore,this paper is all about the systemic way of approaching continuation writing,including the recognition of the criteria,the ideal writing steps or procedures,the writing evaluation and so on.With all the work done here,the author had hoped to provide the frontline teachers and students a bird view of the continuation writing and a practical way to it.
文摘Under the background of the new college entrance examination,the English writing part of the Chinese college entrance examination has undergone great changes.The continuation writing as a complete new part has received great attention,which puts new demands and challenges on students’abilities.This paper will start from the research background,clarify the relevant theoretical basis,and analyze the problems existing in senior high school students’continuation writing,trying to find solutions,providing relevant case studies,looking forward to giving front-line teachers some useful references and helpful advice.
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.
