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t, was firstly advanced by Stephen Krashen in the early 1980s. Narrow reading is based on the idea that vocabularies and structures can be acquired in comprehensible contexts through repeated exposures, i.e., reading works written by the same author or reading articles of the same subject rather than a wide range of subjects (Krashen, 2004:17). Schmitt and Carter (2000:5) describe narrow reading as a method to help learners read more authentic materials, such as magazines and newspapers. A lot of scholars at home and abroad hold the view that narrow reading refers to reading a lot of materials that are all in the same topic, the same genre, or multiple works written by the same author over a period of time (Zhang et al., 2009; Ni, 2011; Chang & Millett, 2017; Renandya et al., 2018). In terms of reading materials, domestic scholar Huang (1988: 146) initially named narrow reading as thematic reading, because the reading materials have the same theme. 

Some scholars tried to equate narrow reading with intensive reading or extensive reading. Brown (2000) believes that intensive reading enables learners to concentrate on the content and grammatical structure of the same or multiple topics. Therefore, intensive reading is the same as narrow reading. In fact, narrow reading differs from intensive reading and extensive reading. Intensive reading requires word-by-word and sentence-by-sentence analysis to understand the ideas expressed in a text, while narrow reading emphasizes the learner's exposure to a large number of works written by the same author, on the same topic, or in the same genre (Hadaway & Young,2010). What’s more, narrow reading is also considered an alternative to extensive reading sometimes, but they differ in the selection and organization of texts. 

2.2 Continuation Task

As a developing approach in language learning, the continuation task has experienced tremendous growth, therefore, the development and the definition of continuation task will be introduced in this part. Furthermore, related studies of continuation task will be reviewed. 

2.2.1 Definition and development of continuation task 

The continuation task, an effective approach to L2 learning, is a new form of reading-writing integrated task in which learners read an incomplete story and then continue and extent the given text in a creative and logical way (Shi et al., 2020: 2). The earliest form of this task is the Length Approach, which was developed in the late 1990s. It has a variety of forms, including propositional composition, semi-propositional composition, book review, or continuation task. Students are not bound by technique or format when writing and they are free to create content. Length is key factor in the scoring criteria for the work in this approach. The characteristic of Length Approach is “write to learn”. To achieve it, the writing task should be well-designed to stimulate students’ enthusiasm for writing and students are encouraged to write as long as possible (Wang et al., 2000: 212). The continuation task of the Length Approach provides a fresh perspective for foreign language instruction, but there are some drawbacks, such as emphasizing fluency but ignoring accuracy. Wang (2009: 54) has noticed that contextual experience in language learning could affect students' vocabulary capability, and formulated the principle of 'Learn together, Use togethe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。