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happropriate and sufficient language input.Students finish their continuation tasks byanalyzing reading materials,clarifying the logical structure and screening the criticalinformation.In order to ensure that the content and language of continuation tasks areconsistent with the original text,students will read the materials for many times.In thisprocess,the alignment effect between the input learned by the students through readingthe textual content carefully and the output of the content will be produced,the writingability of students also be improved.What’s more,students also can further understandthe Input Hypothesis,the Output Hypothesis and the Interactive Alignment Theory.Inaddition,this study can enrich the xu-argument.As a newly proposed theory,thexu-argument still need to be developed.Previous studies mainly explore the applicationsof the Continuation Task,this study mainly focus on the Iterative Continuation,a variantof the Continuation Task,and apply it to college English teaching.To some extent,thisstudy enriches the application scope of the xu-argument.

Chapter TwoLiterature Review

2.1 The Iterative Continuation

2.1.1 Definition of the Iterative Continuation

The Iterative Continuation was proposed by Wang Chuming in 2018.It was oneof the variants of the Continuation Task.The Iterative Continuation could be mainlyadopted in two forms:one was“two-round continuation”,the other was“novelcontinuation”.Two-round continuation could be regarded as the basic form of theIterative Continuation.In the two-round continuation,the feedback was derived fromthe comparison between the continuation tasks and the following sections of the readingmaterials.Students could correct errors independently according to feedback,which wasthe major advantage of the Iterative Continuation.The novel continuation was theintensified version of the two-round continuation,its implementation was similar to thetwo-round continuation.

The implementation process was as follows:Teachers should select a suitableforeign story at first and set five questions for each section to test whether the learnershave understood the content.Then teachers needed to prepare test papers.Before class,teachers gave out the first section of reading materials and explained the purposes andrequirements of the task,and students read the first section and finished the questionsset by the teacher.After that,students finished their continuation tasks of the firstsection.Teachers gave out the second section.Before finishing their continuation tasksof the second section,students should try to find the gaps between the first section ofreading materials and summarize what they have learned from the first writing.

2.2 Lexical richness

2.2.1 Definition of lexical richness

Lexical richness had been regarded as a factor affecting learners’general languageability(Zareva et al.,2005).Malvern and Richards(2002)pointed out that the lexicalrichness,the vocabulary quality in language samples,was a multi-dimensional concept.In previous studies,there were many different measurement dimensions of lexicalrichness.Engber(1995)believed that the the lexical richness includes lexical variation with errors,lexical variation without errors,lexical errors and lexical density.Nationand Laufer(1995)considered lexical sophistication,lexical orig本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。