本文是一篇英语教学论文，本研究立足于互动协同模式、输入假说和输出假说，旨在探究读后续写在大学英语教学中的应用，并从词汇、句法和语篇三个维度深入剖析其对学生写作表现的影响。
Chapter One Introduction
1.1 Research Background
Writing has long been an important part of second language teaching and research as an output-oriented skill (Yu et al., 2023), combining students’ ability to analyze, judge, synthesize, and think. Writing ability reflects learners’ ability to use language comprehensively. For college students, the role of writing as a medium of communication is very important in their daily life, whether on paper, in emails, in official letters, or in exchanges with classmates and teachers (Zhang, 2022; Zhang, 2023); English writing ability also plays a crucial role in college students’ academic research. Whether they are engaged in academic communication or publish papers, high requirements are put forward in terms of their writing ability (Zhang, 2023). Thus, it is of great importance to improve learners’ writing ability.
However, in the practice of college English writing teaching, the teaching of writing is a weak link (Wu, 2022). For teachers, to some extent they fail to give students appropriate language input in English teaching process (Li & Zhang, 2023; Liu, 2023); In the context of examination-oriented education, teachers overemphasize the details of grammar and spelling in the teaching process, while neglecting the development of students’ ability to express themselves and their thinking skills (Liu, 2023). For students, they also have problems in language learning, especially in writing (Grami, 2020). Due to a number of reasons, students lack sufficient opportunities for writing output (Liu, 2023), and they have weak ability language output and limited English writing skills and strategies (Du, 2022; Sang, 2017);
1.2 Research Purpose
Based on the current practice of college English writing teaching in which teachers are unable to provide suitable language input for learners (Li & Zhang, 2023; Liu, 2023), neglect the development of students’ expressive and thinking abilities (Liu, 2023)., and learners have poor writing ability (Du, 2022; Graham, 2022; Sang, 2017), lack of output opportunities (Liu, 2023), there is a need to seek an efficient teaching method to improve students’ writing ability. While continuation task combines reading and writing, it provides the discourse for language use, which can promote the alignment between learners’ output and input (Wang, 2012). In addition, Continuation task has the advantage of releasing learners’ imagination and cultivate their creative thinking ability (Wang, 2012). Therefore, based on the interactive alignment Model, input hypothesis and output hypothesis and according to the previous research, this research proceeds the teaching design with the combination of continuation task, aiming at exploring the effect of the application of the teaching method in the practice of college English writing teaching on college English writing, in order to promote the facilitative effect of continuation task on second language learning in the practice of teaching English in college, and to provide teachers with teaching insights and to help learners to improve their second language writing ability.
Chapter Two Literature Review
2.1 Continuation Task
2.1.1 The Introduction of the Continuation Task
The continuation task, a foreign language teaching method proposed by Wang Chuming (2012) in China, integrates reading and writing, language input and output, as well as imitation and creative use of language, aiming to enhance students’ writing proficiency and skills by continuing writing under the premise of understanding the given material. To be specific, the process of the continuation task involves first selecting a piece of reading material that is interesting, of moderate length, and suitable in terms of language difficulty according to the students’ writing level. Then the end of the material is deleted, and the students are asked to complete the story
