A Study on the Effect of Continuation Task on the Usages of the Second Language in the Argumentative Writing

Autor/in	Cai, Honggai
Titel	A Study on the Effect of Continuation Task on the Usages of the Second Language in the Argumentative Writing
Quelle	In: English Language Teaching, 12 (2019) 7, S.52-57 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Persuasive Discourse; Computational Linguistics; Comparative Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Writing Instruction; Language Usage; Vocabulary Development; Phrase Structure; Reading Materials; Teaching Methods; Essays; Undergraduate Students; Engineering Education; Foreign Countries; China + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Linguistics; Computerlinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Sprachgebrauch; Wortschatzarbeit; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Ingenieurausbildung; Ausland
Abstract	The purpose of this study is to investigate the effect of continuation writing on the usages of the second language in the argumentative writing. The research questions in this study are as follows: 1) Whether the language application of the second language learner exists in coordination with the reading text; 2) Whether the continuation writing can promote the learning of vocabulary and phrases in the second language learning; 3) Whether the comparative continuation reduce the learner's linguistic bias. In this study, the experimental group was asked to read the materials first, and through the guidance, attention, and other measures to strengthen the understanding of the reading materials while the control group without reading materials ahead of time blindly write an essay on the same topic and then compare them by corpus. The results of the study indicate that the alignment effect of the experimental group was stronger. The subjects are able to use the words and phrases that appear in the reading materials at high frequency. The research results can provide reference for the continuation writing teaching and research in the field of the second language. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01