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According to The English Curriculum Standards for Senior High School (2017), listening, speaking, reading, writing, and viewing are five basic skills for learning English. Of all the basic skills, writing proficiency in English is considered to be quite significant in sharing Chinese stories across the globe. Meanwhile, the strong link between reading and writing has drawn a lot of attention. Flood & Lapp (1987) found that if a learner who was good at writing would be most likely to do well in reading. Writing competence can be improved through reading a lot and teachers shouldn’t separate reading from writing (Stotsky, 1983), because the information obtained through reading activates the writer's background knowledge and schema related to the topic which are good for writing (Ferris and Hedgcock, 2005). Sometimes, reading can even motivate learners to write. Therefore, a lot of scholars try to probe the effective ways to integrate reading and writing (Widdowson, 1978).

Continuation task, firstly advanced by Wang (2012), is a representative of this probe. The continuation task, a new writing task in College Entrance Examination, requires test-takers to read an incomplete story and then continue and extend the writing in a creative way, thus, it shows strong relationship between reading and writing. This writing task aims to accelerate the improvement of students’ overall language skills by combing language input and output, imitation and creativity. Numerous academics have already confirmed the value of continuation task in promoting learning (Jiang& Chen, 2015; Jiang& Tu, 2016; Wang, 2015, 2016, 2017). Therefore, it has been introduced into English teaching and large-scale English proficiency test. The continuation task was first used in the College Entrance Examination in Zhejiang Province in 2016, and now it has been brought into the scope of National College Entrance Examination since 2021.

1.2 Research Objectives

In this study, reading resources are purposefully selected and skillfully classified. Narrow reading is integrated into an authentic instructional context for senior high school students according to the continuation task. By analyzing the results of writing tests and semi-structured interviews, the author aims to find out the general effects of narrow reading training on students’ performance in continuation task, and whether the impacts are different for students with different English proficiency. Furthermore, this study hopes to provide English teachers in senior high school with some feasible suggestions on how to improve students' writing performance in continuation task through narrow reading training.

高中英语教学论文怎么写

Chapter Two Literature Review

2.1 Narrow Reading

In this part, first of all, the concept of narrow reading and the difference among narrow reading, intensive reading and extensive reading will be illustrated. Secondly, the studies related to the effect of narrow reading on reading, vocabulary acquisition and writing will be reviewed.

2.1.1 Definition of narrow reading

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