Exploration of the Effect on Continuation Task and Its Teaching Implication in High School

Abstract

Using primarily a literature-based approach, this paper examines the effects of reading followed by writing on students' language performance (including accuracy, complexity, and fluency) based on the theory of reading followed by writing for learning. The results show that the read-follow-up writing task requires interaction with reading comprehension to promote synergistic effects that effectively enhance learners' language output, especially in terms of accuracy and complexity. On this basis, to explore how reading followed by writing promotes fluency, accuracy and complexity in second language writing, the study shows that 1) progressively increasing the linguistic complexity of input texts contributes to the development of second language accuracy, while simplified texts with constant complexity contribute to the improvement of fluency. 2) The effect of input text linguistic complexity on the complexity of second language writing is inconsistent across indicators, with complexity Constant complexity increases the use of subordinate clauses in linguistic output, while increasing complexity significantly increases the number of parallel sentences used. The study points out that reading followed by writing is an effective way to improve the efficiency of foreign language teaching and learning by closely integrating language output and input and aiming to accelerate students' language use.