Abstract
The purpose of this study is to investigate the effect of continuation writing on the usages of the second language in the argumentative writing. The research questions in this study are as follows: 1) Whether the language application of the second language learner exists in coordination with the reading text; 2) Whether the continuation writing can promote the learning of vocabulary and phrases in the second language learning; 3)whether the comparative continuation reduce the learner’s linguistic bias. In this study, the experimental group was asked to read the materials first, and through the guidance, attention, and other measures to strengthen the understanding of the reading materials while the control group without reading materials ahead of time blindly write an essay on the same topic and then compare them by corpus. The results of the study indicate that the alignment effect of the experimental group was stronger. The subjects are able to use the words and phrases that appear in the reading materials at high frequency. The research results can provide reference for the continuation writing teaching and research in the field of the second language.
Highlights
As far as English learning in our country is concerned, learners lack the opportunity to communicate directly with native speakers and chances of using English to listen and hear are fewer
The purpose of this study is to investigate the effect of continuation writing on the usages of the second language in the argumentative writing
This study finds that the continuation task can enable the L2 learners to imitate the words and phrases appearing in the reading material and produce alignment with the reading materials
Summary
As far as English learning in our country is concerned, learners lack the opportunity to communicate directly with native speakers and chances of using English to listen and hear are fewer They lack the real situation of using English. Reading and writing in English learning are less affected by this real condition Today it is an internet age and the original native language reading materials are readily available. They only need to interact with the text and do not need to communicate directly with native speakers. The learners’ writing is in line with the original work, just like interacting with native speakers whose English level is higher than their own language level. The writing can produce a “flattening effect” (Wang, 2010), and achieve a rapid improvement of foreign language learning
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