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ive continuation. At the same time, it explores the specific teaching methods of comparative continuation, which can provide a relevant reference for English teachers. 

CHAPTER TWO LITERATURE REVIEW

2.1 Continuation Task

Wang Chuming put forward continuation task for the first time in 2012. The substance of continuation task refers to writing after reading, that is, it is a method of writing practice involving reading comprehension. It consists of two parts, reading part and writing part. The former can provide students with language and situational input, and the latter is able to entail students imitating the sentence structure and framework of reading materials, which can not only stimulate students’ writing desire, but also improve students’ expression ability and improve students’ self-efficacy in English writing (Wang, 2017). In the process of foreign language learning, learners’ understanding ability and output ability are asymmetric, and they are impossible to reach the same level (Li, 2002). This situation occurs not only in different learners with different English levels, but also in the same learners with high comprehension ability and relatively low output ability (Wang, 2012). Thus, it can be seen that all language learning methods that combine the ability of understanding and output can effectively promote learners’ language learning. Based on the above assumptions, Wang proposed continuation task to level the imbalance between students’ understanding and output, so as to improve students’ language level. 

In the aspect of teaching model, Huang proposed that continuation task teaching should highlight three principles: the principle of problem-driven, the principle of building scaffolding and the principle of evaluation and feedback (2015). That is, in the teaching process, teachers should use problems to guide reading comprehension, to provoke students’ thinking and to promote output expression. At the same time, they should build scaffolds such as language knowledge, thinking maps, topics and situations. 

2.2 Comparative Continuation

Comparative continuation refers to that students are provided with a complete piece of reading material, and they assimilate the vocabulary and text structure of the reading material by comparing the main points and complete a corresponding continuation work by imitating the structure of that text. Comparative continuation is a reinforced version of continuation task, which can further stimulate interaction between students and reading materials. The learning effect depends on whether the learners’ language output aligns with high-quality language input. In the meantime, alignment is the intrinsic attribute of interaction, so strong interaction accordingly leads to strong alignment (Wang, 2019). Compared with continuation task, comparative continuation can enhance the interaction between learners and reading materials, so comparative continuation is more effective. It is characterized by the ability to turn a complete article into a reading material used in comparative continuation and is not limited by the genre of the text, which focuses on the comparison between the present and the past and the contrast of various aspects in diverse perspectives (Tang, 2017). Comparative continuation combines reading and writing in a richer thematic context, aiming to guide students 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。