English writing skill is one of the basic language skills in senior high school students’ English learning, which reflects the learners’ comprehensive language application ability. As a variant of continuation task, comparative continuation was put forward by Professor Wang Chuming in 2018 to strengthen interactive alignment effect of the continuation task and maximize the continuation task efficacy, consequently enhancing students’ L2 writing level. Thus, the paper attempts to apply comparative continuation to English writing teaching in senior high school, hoping to provide a reference for teachers’ English writing teaching and offer students an effective way to facilitate their L2 writing.

Zhang Yuqi. The Application of Comparative Continuation to English Writing Teaching in Senior High School. Frontiers in Educational Research (2024) Vol. 7, Issue 6: 91-98. https://doi.org/10.25236/FER.2024.070613.

[1] Krashen, S. D. (1985). The input hypothesis: Issues and implication. Language [J], 35(1), 41-28.

[2] Ministry of Education of the People’s Republic of China. (2020). New English Curriculum Standard for Senior High School (2017 Edition, 2020 Revision) [M]. Beijing: People’s Education Press.

[3] Pickering, M. J., & Garrod, S. (2004). Toward a mechanistic psychology of dialogue. Behavioral and Brain Sciences [J], 27(2), 169-226.

[4] Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development [A]. In S. M. Gass & C, G, Madden (Eds.), Input in second language acquisition [M](pp.235-253). Rowley, MA: Newbury House.

[5] Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal [J], 82(3), 320-327.

[6] Wang, C. (2009). A Study of the Interrelationship Between L2 Learning Variables and L2 Use. Foreign Languages in China [J], 6(05), 53-59.

[7] Wang, C. (2011). An analysis of three L2 teaching preferences in light of an efficient route to L2 learning. Foreign Language Teaching and Research [J], 43(04), 540-549+640.

[8] Wang, C. (2012). Use of the continuation task to improve L2 learning efficacy. Foreign Language World [J], (05), 1-7.

[9] Wang, C. (2016). Learning by extension. Modern Foreign Languages [J], 39(06), 784-793+873.

[10] Wang, C. (2018). How to enhance interaction of the continuation task? Foreign Language World [J], (05), 40-45.

[11] Wang, C. (2019). Caveats for Applying Continuation Tasks. Foreign Languages and Their Teaching [J], (03), 1-7+143.

[12] Xiong, S. (2018). Effects of Alignment on L2 Production in Comparative Continuation Tasks of Argumentation Writing. Journal of PLA University of Foreign Languages [J], 41(05), 85-92.

[13] Yu, Q., & W, L. (2020). Effects of Comparative Continuation Task Condition on EFL Argumentative Writing. Foreign Languages And Their Teaching [J], (06), 96-108+150.

[14] Zhou, Y. (2019). An action research on enhancing the teaching effects of college English writing by training of continuation tasks. Foreign Language Education in China [J], 2(01), 59-65+89.

[15] Zhan, J., J, L., & Huang, L. (2022). An Investigation of L2 Writing Anxiety in the Comparative Continuation Task. Journal of PLA University of Foreign Languages [J], 45(02), 61-69+160.