A Study on Teaching Strategies for English Continuation Task in Senior High School from the Perspective of Sociocultural Theory

Jiaxin Liu

doi:10.63313/IJSSEH.9027

Authors

Jiaxin Liu China West Normal University, Sichuan, China Author

DOI:

https://doi.org/10.63313/IJSSEH.9027

Keywords:

Sociocultural Theory, Continuation Task, Alignment Effect, three-dimensional interaction, teaching strategies

Abstract

The teaching of English continuation tasks in senior high schools still frequently encounters the problem of alignment failure in the context of deeper curriculum reform and developing core competencies. This research develops a teaching strategy framework for the English continuation task in senior high school, using three-dimensional interaction as its pathway, based on Vygotsky’s Sociocultural Theory. In order to promote students’ deep alignment through methodical and stratified social interactions, this framework naturally blends student-text interaction, teacher-student interaction, and student-student interaction. Through the use of case study interpretation and literature analysis approaches, the research clearly demonstrates the dynamic coordination and synergistic mechanisms of the three types of interaction in teaching implementation. This study provides educators transitioning from writing instruction to alignment facilitation with a helpful model, as well as a thorough theoretical explanation for the application of sociocultural theory in continuation task instruction. It has useful practical consequences for using the core competencies of the English course.

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