本文研究采用读后续写方法来学习应用英语关系从句之有效性和可行性?实验以三组大学一年级英语专业学生为被试,A组续写含关系从句的故事,B组续写不含关系从句的同一故事,C组光读含关系从句的同一故事,读后只做理解题,不续写?实验采用前测 实验干预后测延时后测设计,为期三周?研究发现:1)学习者在续写时与前文 协同,前文含关系从句,续写中出现的关系从句多,前文不含关系从句,续写中出现的关系从句少,两种情况差异显著;2)读后续写促学关系从句的效果显著好于只读不写;3)续写含关系从句的前文时,若无关系从句产出,学习效应不能 长久保持?实验结果对如何教好学会英语复杂句法结构有启示?

This paper reports on an empirical study that applied the continuation task to learning the English relative clauses and tested its validity and practicality in this learning. Participants of the study were three groups of university freshmen majoring in English. Group A was required to continue in writing a story text that contains relative clauses whereas Group B continued the same story text having no relative clauses. Group C was asked to read the text, followed by a comprehension check, without having to do the continuation. The study adopted a pretest-posttest-delayed posttest design and lasted three weeks. Results showed that i) participants aligned with the preceding text when performing the continuation, as manifested in significantly more uses of relative clauses when they continued the text containing relative clauses in comparison with their continuation of the text containing no relative clauses; ii) the continuation task produced a better learning effect than the reading-only task; iii) those who did not use relative clauses in their continuations after reading the text containing relative clauses, their learning of the clauses exhibited no significant long-term effect. The findings of the study provide useful insights for teaching and learning of English complex grammatical structures.