本文是一篇英语教学论文，本研究从主位推进模式的角度分析高中生读后续写的复杂度，遵循读后续写的协同宗旨，得出的实验结果为高中英语读后续写教学提供了建议。高中英语教师可以将主位推进模式纳入常规的读后续写教学中，有利于解决学生读后续写中语言复杂度和结构性复杂度的问题。学生应该养成应用主位推进模式的意识，并将其用于读后续写中，同时要确保续写内容的准确度。
Chapter One Introduction
1.1 Research Background
General Senior High School English Curriculum Standards(2017 edition,revised in2020)explicitly highlights the four key competencies in English education.They are languageability,cultural awareness,thinking capacity and learning ability.Among them,languageability is the fundamental element.Language skills are crucial components of linguisticcompetence,which can be divided into receptive skills and productive skills.To meet therequirements of the curriculum standards,a new writing task called“continuation task”hasbeen integrated into the National College Entrance Examination.According to Xia(2018),theaim of this new comprehensive testing form is to evaluate students’key competencies bytesting their reading and writing abilities.That is to say,the continuation task not onlyevaluates students’reading comprehension skills but also emphasizes their ability to apply thelanguage in creating and expressing ideas.Therefore,compared to the previous writing testform,this new test form sets higher demands on students’writing abilities.
Currently,provinces such as Zhejiang,Jiangsu,Hebei,Fujian,Shandong,Hubei,Hunan,and Guangdong have adopted the continuation task in New National College EntranceExamination.In the future,more and more students are bound to be tested by this form ofwriting in New National College Entrance Examination.This form of writing test requiresthem to write two paragraphs of the ending after reading an unfinished story(about 350words).Each paragraph is given the first sentence.Students need to continue to finish thestory(about 150 words)based on the first sentences.
1.2 Research Purpose
This study aims to explore the effects of teaching TP patterns on the writing performanceof high school students in the continuation task.By investigating the application and effects ofTP patterns in high school English continuation tasks,this research seeks to evaluate whetherTP patterns can help students produce written language more clearly.While previous studieson TP patterns have focused on writing coherence,this research explores how to effectivelyintegrate TP patterns into high school English continuation task to meet the requirements ofthe new test form and facilitate students to achieve better writing performance.According tothe background of this research,the researcher has chosen Halliday’s theory of thematicstructure and Zhu’s TP patterns(1995)as the theoretical foundation,applying them to thecontinuation task teaching.The research is attempted to improve students’writingperformance in their continuation task.
Chapter Two Literature Review
2.1 Studies of Continuation Task
2.1.1 Definition of Continuation Task
Continuation task is a task that requires students to write a short story of around 150words based on a provided material of up to 350 words.Each paragraph is given the firstsentence.Students need to continue to finish the story(about 150 words)based on the firstsentences.The goal is to create a coherent and complete story that follows the logic of thegiven material.This task is based on the theoretical foundation of“interaction on alignment”which is known to be effective in language teaching.The students are required to read thegiven material and then finish the story by imitating the previous material.During this“interaction”,students will be stimulated to create their own content.Therefore,this task isbelieved to be an effective way to improve language learning because it combines languageinput with language output.In fact,the continuation task was first proposed by Chinesescholar Wang(2012).Then in 2015,the National Examinations Authority of the Ministry ofEducation published the Instructions for the English Course Examination of the NationalUnified Examination for Admission to Colleges and Universities(the
