Keywords

Continuation writing; interactive alignment; Output Hypothesis; incidental vocabulary acquisition; integrative framework

References

Bitchener, J., & Knoch, U. (2010). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31(2), 193-214.

Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684.

Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26.

Meng, L., & Yin, H. (2023). Effects of input enhancement and genre on L2 learners’ performance in the continuation writing task. Humanities and Social Sciences Communications, 10, 959.

Ministry of Education of the People’s Republic of China. (2018). General senior secondary school English curriculum standards (2017 edition). People’s Education Press.

Nation, I. S. (2022). Learning vocabulary in another language (3rd ed.). Cambridge University Press.

Pickering, M. J., & Garrod, S. (2004). Toward a mechanistic psychology of dialogue. Behavioral and Brain Sciences, 27(2), 169-190.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wang, C. (2012). Continuation writing: An effective method for improving foreign language learning efficiency. Foreign Language World, (5), 2-7.

Wang, C. (2015). Why continuation writing effectively promotes foreign language learning. Foreign Language Teaching and Research, 47(5), 753-762.

Wen, Q. (2014). The Output-Driven, Input-Enabled Hypothesis: An attempt to construct a theory of classroom instruc-tion in college foreign language education. Chinese Foreign Languages, 11(2), 3-12.

Zhang, X., Du, L., & Zhu, X. (2022). Effects of the continuation task and the RCC task on Japanese as a foreign language vocabulary learning. Applied Linguistics, 43(4), 725-745.

Zhou, X., & Wang, C. (2024). Effects of interactive alignment on L2 vocabulary learning by Chinese EFL learners. Language Teaching Research, 28(2), 466-496.