Abstract:In English learning, listening, speaking, reading, and writing are the four basic skills. Writing, as an important language output, plays an irreplaceable role in language communication and transmission. However, the current situation of senior middle school’s English writing teaching is still far from satisfactory. Our English writing teaching is restricted by class size, class hour, language environment, pressure from college entrance examination, and also the unsuitable teaching methods, leading to students’ disinterest in English writing. 

     The traditional teaching method cannot arouse students’ interest and improve their writing abilities effectively. 1980s saw the emergence of a new language teaching theory—Task-based Approach to language learning. In this teaching mode, according to the language target, teachers will design many goal-oriented and operational tasks, in which students would master language and skills by analysis, thinking, communication, cooperation and competition. 

     This thesis consists of three chapters. In the first chapter, the author mainly introduces the previous researches on TBA (Task-based Approach) at home and abroad and its theoretical basis. Chapter 2 is concerned about an investigation on the present situation of senior students’ English writing. In chapter 3, it is about an experimental study. After comparing the EC (the Experimental Class) and the CC (the Controlled Class), the result shows the feasibility and efficiency of TBA in English Writing Teaching. 

Key Words: Task-based approach Senior middle school English writing teaching

Contents

Abstract

摘要

Introduction-1

1. The Literature Review-2

1.1 Previous Research on Task-based Approach abroad-2

1.2 Previous Research on Task-based Approach at home-3

1.3 Theoretical Foundation of TBA-4

1.4 Definition of a Task and Task-based Approach-6

1.5 Types of Task-7

1.6 The principles of TBA in English Writing-8

2 An Investigation on the Present Situation of Senior Students’ English Writing-9

2.1 Purpose, Respondents and Content of this Investigation-9

2.2 The Procedure of this Investigation-10

2.3Major Problems in English Writing-10

2.3.1 Little attention to writing-10

2.3.2 Little motivation to writing-10

2.3.3 Incompetence in using English-11

2.3.4 Bad English writing habit-11

3 An experimental Study on Application of TBA in English Writing Teaching-12

3.1 The Hypothesis of the Experiment-12

3.2 The Subjects of the Experiment-12

3.3 The Period and Teaching Materials of the Experiment-12

3.4 The Procedure of the Experiment-13

3.4.1 Pre-test-13

3.4.2 Different Methods of English Writing Teaching in the CC and EC.-14

3.4.3 The Teaching Samples in EC and CC-16

3.4.4 Post-test-22

3.5 The Results Analysis of the Experiment-23

Conclusion-24

Appendixes-26

Bibliography-30

Acknowledgements-31