以续促学，提高外语学习和教学效率的新尝试—“读后续写”研究综述

Continuation Task, a New Attempt to Facilitating L2 Learning and Teaching Efficiency—Review of Studies on the Continuation Task

摘要: “读后续写”自2012年被王初明提出以来，引起了二语习得、教学和测试领域的广泛关注，成为了外语界研究的热点。本文对2012年至2017年9月份的相关研究进行了回顾和梳理，发现实证研究的内容主要包括：读后续写对于英语二语学习的促学效果、读后续写对于汉语二语学习的促学效果、读后续写促学效果的影响因素以及读后续写在语言教学和测试中的应用四方面，并取得了初步的成果。但现有的研究仍存在一些不足，比如读后续写促学效果的长效性、语误分类的合理性、读后续写在语言测试中的信度和效度问题等，尚需后续的实证研究和验证。

Abstract: Continuation task, since it was put forward by Wang Chuming in 2012, has attracted widespread attention in L2 learning, teaching and testing, thus becoming a hot issue in foreign language stu-dies. This paper undertakes a review of relevant studies from 2012 to the September in 2017, and finds that the empirical study mainly encompasses four strands: the facilitative effect of the continuation task on L2 learning and teaching, the facilitative effect of the continuation task on L1 learning and teaching, especially in teaching Chinese as a foreign language, the factors that contribute to the facilitative effect of the continuation task, and the application of the continuation task in L2 teaching and testing. However, some limitations are detected in the recent studies, such as the long-lasting effect of the continuation task, the plausibility of the classification of error types, the reliability and validity of this task in L2 testing and so forth, which holds implications for further study.