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摘要：本文是一篇英语写作教学的实证研究硕士毕业论文,It is very difficult for second language learners to learn English well without native-likeenvironment, especially to improve their writing skills. In China, many researchers have beenpaid much attention to improving the current writing instruction.

ogress. “If the input is at a higher or lower level (e.g. i+2 or i+0), no acquisition will takeplace” (Ding yanren, 2004:78).
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Chapter Three Research Design and Methodology......27
3.1 Research Questions ....27
3.2 Design of Experiment.....27
3.3 Data Collection and Analysis.....38
Chapter Four Results and Discussion ....... 40
4.1 Results and Discussion of RQ1: Effects on Writing Performance .... 40
4.1.1 Results of RQ1...... 40
4.1.2 Discussion of RQ1 .... 46
4.2 Results and Discussion of RQ2: Effects on Writing Motivation.... 47
4.2.1 Results of RQ2...... 48
4.2.2 Discussion of RQ2 .... 52
4.3 Results and discussion of RQ3: Effects on HPG and LPG ....... 54
4.3.1 Results of RQ3...... 54
4.3.2 Discussion of RQ3 .... 55
Chapter Five Conclusion and Implications ...... 57
5.1 Major Findings....... 57
5.2 Implications of the Study....... 595
5.3 Limitations...... 62
5.4 Suggestions for the Further Research ...... 63

Chapter Four Results and Discussion

4.1 Results and Discussion of RQ1: Effects on Writing Performance
Does continuation-task have significant effects on improving second language learners’writing performance? The aim of research question 1 is to testify the effectiveness ofcontinuation task in improving students’ language writing, so the results of pretest and posttestshould be analyzed. The means of the total scores of pretest and posttest from the EG on analytic scales are6.506and 8.063. The result of paired samples t-test shows that there is significant differencebetween students’ writing achievement in pretest and posttest (t=6.833; p=.000). With regard tototal scores during the experiment, it can be concluded that continuation task is an effectivemethod to improve students’ writing performance. Concerning means, the means in the CG risefrom 6.685 to 7.143, while the means of the EG rise from 6.506 to 8.063. It can be noted that theEG gets higher scores than CG in posttest, thus offering support to the conclusion thatcontinuation task, to some extent, is more effective to improve students’ writing performance.Because the Table does not show whether there is a significant difference between both twogroups in posttest throughout the experiment, therefore, Independent-Samples T-test is adoptedto compare the writing performances in posttest.
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Conclusion

The aim of this empirical study is to explore the effects of continuation task on Englishwriting instruction, to analyze the shortcomings of the traditional writing teaching and to makecorresponding suggestions. Throughout 16-week period, the students in experimental class areprovided a total of 7 source texts (about 7000 words), and required to finish the uncompletedtask, as distinguished from the control class teaching. As one of the experimental controlledvariables, researcher teaches the experimental group and control group, trying to offer the similarinstructions to both classes, including the textbook knowledge, lectures of reading skills, lecturesof writing techniques, as well as a series of writing evaluation criteria, self-rating scales and soon. This experiment is to examine whether continuation task can change students’ writingperformance, consisting of the to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。