An Exploration of Post-Reading Continuation Writing Strategies from the Perspective of Cognitive Linguistics

Abstract

This study explores post-reading continuation writing from the perspective of cognitive linguistics, emphasizing the close interplay between language and cognition. Grounded in key concepts such as cognitive schemas, conceptual integration, and frame semantics, the research highlights how activating learners’ existing cognitive structures can enhance their ability to comprehend texts and creatively extend narratives. Given that continuation writing demands not only accurate understanding but also imaginative and coherent expression, traditional teaching methods often fall short by focusing on surface imitation without fostering deeper cognitive engagement. This paper addresses these challenges by proposing strategies that align with cognitive linguistic principles to stimulate students’ autonomous creativity and improve writing coherence. The findings offer valuable theoretical insights and practical guidance for language educators, contributing to more effective integration of reading and writing instruction and advancing the overall development of learners’ language proficiency.