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Vocabulary plays an important and fundamental part in English learning.Since the1980s,the characteristics of vocabulary use in second language writing have attractedmuch attention,which can be generally divided into two categories:vocabulary widthand vocabulary depth(Zhu&Wang,2013).Vocabulary width refers to the richness oflearners’vocabulary use.Lexical richness,an important indicator of writing quality,canreflect the writing level of English learners(Laufer&Nation 1995;Lemmouh 2008;Wan,2010).

College English Curriculum Requirements(2020)set the requirements forundergraduate College English teaching at three levels,including basic requirements,intermediate requirements,and higher requirements.All non-English majors arerequired to attain the three levels of requirements after studying and practicing at school.And the three levels of requirements include knowledge and practical skills of theEnglish language,learning strategies and intercultural communication.As for words,recommended vocabulary is given in those three levels.Students should not only beable to comprehend the active words but be proficient in using them in speaking orwriting.However,due to the lack of learning environment like native speakers,Chinesecollege students have difficulties in transforming the receptive vocabulary in their mindinto the productive vocabulary when they writing.Besides,teachers often pay moreattention to grammatical mistakes than lexical richness.In terms of present situation,itis imminent to find some methods to improve the lexical richness of students’writings.

1.2 Purpose and significance of the study

In light of the previous studies,the positive effects of the Continuation Task onvocabulary learning have been proved(Jiang&Tu,2016;Hong&Shi,2016;Wang,2018).Jiang and Tu(2016)carried out a study,and its results showed that the ContinuationTask can effectively promoted second language vocabulary learning,especially in termsof word meaning and usage,the effect was obviously better than summary writing.Hong and Shi(2016)found that the Continuation Task was an effective way of Chinesequantifiers learning.Wang(2018)implemented a study comparing the study results between the continuation tasks and the reading tasks.The results indicated that theContinuation Task is helpful to the article teaching.However,the applications of theContinuation Task in the field of vocabulary mainly pay attention to whether theContinuation Task is beneficial to vocabulary learning.There are few studies stressingon the lexical richness in college students’writings,thus this study attempts to explorethe effects of the Iterative Continuation on the lexical richness for students’Englishwritings with different English proficiency levels,mainly including three aspects:lexical sophistication,lexical variation and lexical density.And this study issignificantly essential to be carried out for the following theoretical implications andpractical implications.

Theoretically,this study further verifies the effectiveness of some theories like theInput Hypothesis,the Output Hypothesis and the Interactive Alignment Theory.Thereading materials of the Iterative Continuation training provide students wit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。