Continuation Task: A Critical Review and Directions for Future Research

Wenxi Zhou

doi:doi:10.11648/j.ijll.20200804.15

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Continuation Task: A Critical Review and Directions for Future Research

Wenxi Zhou

Published in International Journal of Language and Linguistics (Volume 8, Issue 4)

Received: 7 July 2020 Accepted: 21 July 2020 Published: 28 July 2020

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Abstract

Continuation task has witnessed a tremendous growth of research since it was firstly advanced by Wang, as an effective approach to L2 learning. The basic idea of continuation task is that learners should first read a given text with the end removed, then they should finish the continual writing in a logical and coherent way with imagination on the basis of the given text. In the process of continuation, learners need to not only fully understand the given text, but create new content, imitate and use the words and structures that appeared in the given text, thus producing interactive alignment effects, and improving the efficiency of learning foreign language. Researches on continuation tasks cover key issues regarding to the effectiveness on L2 learning and task-related or learner-related factors in continuation task that influence L2 learning. Since the number of researchers investigating the application of continuation task to L2 teaching and learning continues to grow, it is necessary to assess the current state of the researches in this area and establish future directions of investigation. This review aims to provide an overview of recent researches on continuation task and offer some suggestions for future researches.

Published in	International Journal of Language and Linguistics (Volume 8, Issue 4)
DOI	10.11648/j.ijll.20200804.15
Page(s)	152-157
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Continuation Task, Alignment, Second Language Acquisition, L2 Writing

References

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[5]	Zwaan, R. A. & G. A. Radvansky. 1998 Situation models in language comprehension and memory. Psychological Bulletin 123: 162–85.
[6]	Branigan, H. P., M. J. Pickering. 2017. Structural priming and the representation of language. Behavioral & Brain Sciences 40: e313.
[7]	Atkinson, D., E. Churchill., T. Nishino., H., Okada. 2007. Alignment and interaction in a sociocognitive approach to second language acquisition. Modern Language Journal 91 (2): 169-188.
[8]	Costa, A., M. J. Pickering., & A. Sorace. 2008. Alignment in second language dialogue. Language and Cognitive Processes 23 (4): 528-556.
[9]	Wang, C. 2010. Interactive Alignment and Foreign Language Teaching. Foreign Language Teaching and Research 4: 297-299.
[10]	Nishino, T. & D. Atkinson. 2015. Second language writing as sociocognitive alignment [J]. Journal of Second Language Writing 27: 37-54.
[11]	Wang, C. 2014. Creating content, imitating language: A basic idea of effective foreign language teaching and learning. Foreign Language World (2): 42-48.
[12]	Jiang, L. & J. Chen. 2015. The continuation task: Effects on written accuracy, complexity and fluency. Modern Foreign Languages (3): 366-375.
[13]	Zhang, A. 2020. Sustainability of alignment effects on learners’ writing development in the continuation task. Journal of Lanzhou University of Arts and Science (Social Sciences) 36 (02): 92-99.
[14]	Wang, Q. & F. Wang. 2016. Effects of alignment in the continuation task on L2-Chinese writing. Modern Foreign Languages (6): 794-805.
[15]	Jiang, L. & W. Tu. 2016. Effects of the continuation task on L2 vocabulary learning. Modern Foreign Languages (6): 819-829.
[16]	Sun, Q. & Y. Wang. 2018. Effectiveness of continuation tasks on the learning of English articles. Technology Enhanced Foreign Languages (02): 18-24.
[17]	Zhang, X. 2016. Multi-dimensional analysis of the influence of continuation task on L2 writing. Foreign Language World (6): 86-94.
[18]	Wang, Q. & C. Wang. 2019. Learning English relative clauses by extension. Foreign Language Learning Theory and Practice (03): 1-5.
[19]	Wang, Q. & Q. Cao. 2020. Structural priming in continuation tasks. Journal of PLA University of Foreign Languages 43 (01): 25-32.
[20]	Zhang, X. & Q. Zhang. 2017. Influence of continuation task in different genres on alignment effect. Foreign Language World (03): 90-96.
[21]	Miao, H. 2017. Discourse alignment in foreign language writing interaction. Modern Foreign Languages 40 (05): 630-641.
[22]	Peng, H. 2017. Coherence in EFL’s writings. Journal of PLA University of Foreign Languages 40 (04): 87-92.
[23]	Yang, H. 2018. Learning effects of extension writing on the written rhetoric of higher intermediate foreign language learners. Foreign Language Teaching and Research 50 (04): 596-607.
[24]	Peng, J. 2015. Influence of linguistic complexity on effeteness of continuation task. Unpublished MA dissertation. Guangdong University of Foreign Studies.
[25]	Peng, J., C. Wang & X. Lu. 2018. Effect of the linguistic complexity of the input text on alignment, writing fluency, and writing accuracy in the continuation task. Language Teaching Research, 24 (3), 364–381.
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[27]	Zhang, X., L. Wu & Q. Zhang. 2019. Effects of input mode and language proficiency on vocabulary acquisition in continuation task. Journal of PLA University of Foreign Languages 42 (03): 10-17.
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APA Style

Wenxi Zhou. (2020). Continuation Task: A Critical Review and Directions for Future Research. International Journal of Language and Linguistics, 8(4), 152-157. https://doi.org/10.11648/j.ijll.20200804.15

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Wenxi Zhou. Continuation Task: A Critical Review and Directions for Future Research. Int. J. Lang. Linguist. 2020, 8(4), 152-157. doi: 10.11648/j.ijll.20200804.15

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AMA Style

Wenxi Zhou. Continuation Task: A Critical Review and Directions for Future Research. Int J Lang Linguist. 2020;8(4):152-157. doi: 10.11648/j.ijll.20200804.15

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@article{10.11648/j.ijll.20200804.15,
  author = {Wenxi Zhou},
  title = {Continuation Task: A Critical Review and Directions for Future Research},
  journal = {International Journal of Language and Linguistics},
  volume = {8},
  number = {4},
  pages = {152-157},
  doi = {10.11648/j.ijll.20200804.15},
  url = {https://doi.org/10.11648/j.ijll.20200804.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20200804.15},
  abstract = {Continuation task has witnessed a tremendous growth of research since it was firstly advanced by Wang, as an effective approach to L2 learning. The basic idea of continuation task is that learners should first read a given text with the end removed, then they should finish the continual writing in a logical and coherent way with imagination on the basis of the given text. In the process of continuation, learners need to not only fully understand the given text, but create new content, imitate and use the words and structures that appeared in the given text, thus producing interactive alignment effects, and improving the efficiency of learning foreign language. Researches on continuation tasks cover key issues regarding to the effectiveness on L2 learning and task-related or learner-related factors in continuation task that influence L2 learning. Since the number of researchers investigating the application of continuation task to L2 teaching and learning continues to grow, it is necessary to assess the current state of the researches in this area and establish future directions of investigation. This review aims to provide an overview of recent researches on continuation task and offer some suggestions for future researches.},
 year = {2020}
}

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TY  - JOUR
T1  - Continuation Task: A Critical Review and Directions for Future Research
AU  - Wenxi Zhou
Y1  - 2020/07/28
PY  - 2020
N1  - https://doi.org/10.11648/j.ijll.20200804.15
DO  - 10.11648/j.ijll.20200804.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 152
EP  - 157
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20200804.15
AB  - Continuation task has witnessed a tremendous growth of research since it was firstly advanced by Wang, as an effective approach to L2 learning. The basic idea of continuation task is that learners should first read a given text with the end removed, then they should finish the continual writing in a logical and coherent way with imagination on the basis of the given text. In the process of continuation, learners need to not only fully understand the given text, but create new content, imitate and use the words and structures that appeared in the given text, thus producing interactive alignment effects, and improving the efficiency of learning foreign language. Researches on continuation tasks cover key issues regarding to the effectiveness on L2 learning and task-related or learner-related factors in continuation task that influence L2 learning. Since the number of researchers investigating the application of continuation task to L2 teaching and learning continues to grow, it is necessary to assess the current state of the researches in this area and establish future directions of investigation. This review aims to provide an overview of recent researches on continuation task and offer some suggestions for future researches.
VL  - 8
IS  - 4
ER  -

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Author Information

Wenxi Zhou

Faculty of Teacher Education, Nanjing Normal University, Nanjing, China

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APA Style

Wenxi Zhou. (2020). Continuation Task: A Critical Review and Directions for Future Research. International Journal of Language and Linguistics, 8(4), 152-157. https://doi.org/10.11648/j.ijll.20200804.15

Copy | Download

ACS Style

Wenxi Zhou. Continuation Task: A Critical Review and Directions for Future Research. Int. J. Lang. Linguist. 2020, 8(4), 152-157. doi: 10.11648/j.ijll.20200804.15

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AMA Style

Wenxi Zhou. Continuation Task: A Critical Review and Directions for Future Research. Int J Lang Linguist. 2020;8(4):152-157. doi: 10.11648/j.ijll.20200804.15

Copy | Download

@article{10.11648/j.ijll.20200804.15,
  author = {Wenxi Zhou},
  title = {Continuation Task: A Critical Review and Directions for Future Research},
  journal = {International Journal of Language and Linguistics},
  volume = {8},
  number = {4},
  pages = {152-157},
  doi = {10.11648/j.ijll.20200804.15},
  url = {https://doi.org/10.11648/j.ijll.20200804.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20200804.15},
  abstract = {Continuation task has witnessed a tremendous growth of research since it was firstly advanced by Wang, as an effective approach to L2 learning. The basic idea of continuation task is that learners should first read a given text with the end removed, then they should finish the continual writing in a logical and coherent way with imagination on the basis of the given text. In the process of continuation, learners need to not only fully understand the given text, but create new content, imitate and use the words and structures that appeared in the given text, thus producing interactive alignment effects, and improving the efficiency of learning foreign language. Researches on continuation tasks cover key issues regarding to the effectiveness on L2 learning and task-related or learner-related factors in continuation task that influence L2 learning. Since the number of researchers investigating the application of continuation task to L2 teaching and learning continues to grow, it is necessary to assess the current state of the researches in this area and establish future directions of investigation. This review aims to provide an overview of recent researches on continuation task and offer some suggestions for future researches.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Continuation Task: A Critical Review and Directions for Future Research
AU  - Wenxi Zhou
Y1  - 2020/07/28
PY  - 2020
N1  - https://doi.org/10.11648/j.ijll.20200804.15
DO  - 10.11648/j.ijll.20200804.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 152
EP  - 157
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20200804.15
AB  - Continuation task has witnessed a tremendous growth of research since it was firstly advanced by Wang, as an effective approach to L2 learning. The basic idea of continuation task is that learners should first read a given text with the end removed, then they should finish the continual writing in a logical and coherent way with imagination on the basis of the given text. In the process of continuation, learners need to not only fully understand the given text, but create new content, imitate and use the words and structures that appeared in the given text, thus producing interactive alignment effects, and improving the efficiency of learning foreign language. Researches on continuation tasks cover key issues regarding to the effectiveness on L2 learning and task-related or learner-related factors in continuation task that influence L2 learning. Since the number of researchers investigating the application of continuation task to L2 teaching and learning continues to grow, it is necessary to assess the current state of the researches in this area and establish future directions of investigation. This review aims to provide an overview of recent researches on continuation task and offer some suggestions for future researches.
VL  - 8
IS  - 4
ER  -

Copy | Download