The Application Of Task-based Language Teaching In The English Writing In Junior High Schools

English writing is one of the four basic language skills. It is also the most difficult one. The high or low level of the writing is the comprehensive reflection of various techniques. At present, the English writing situation in junior high school isn’t optimistic. It is difficult to teach for teachers and difficult to learn for students. Many questions need to be thoroughly discussed, such as teaching syllabus, the standard of evaluation and the writing of reference books. This situation is also closely related with the influence of product-oriented approach. The teachers, teaching materials and teaching methods all restrict the student’s creativity and enjoyment of learning. Although there are many teaching researches, few are about the teaching of writing in the junior high school. And sometimes it cannot obtain the good result because it is not suitable for the students in our country. Writing is a kind of written form of communication to express thoughts. It involves the comprehensive usages of listening, speaking, reading and other language skills. These four skills are supplement with each other and promote each other. From the four kinds of basic types of writing, we can also see the quick development of English. Teaching of writing has become a way of communication.Task-based Language Teaching (TBLT)is a relatively new approach which originated in the1970s and has gained considerable currency in the1990s.It emphasizes the approach of learning by doing, whose concern is doing things with the language, and turns the basic concept of language use into practical class teaching method. It is one of the most effective and meaningful language teaching approaches. It provides learners with favorable learning environment, adequate time and opportunities for learning the language. Willis’(1996) task-based teaching model includes pre-task, task cycle and language focus. According to this model, teachers can divide the class into three procedures. At the pre-task stage, teachers introduce the topic and task to the students and give them time to think. At the task cycle stage, teachers ask the students to use English in order to complete the task. At the language focus stage, the students would study further to consolidate and master the. features of language. Therefore the task-based teaching model has a clearly aim. The students can understand what the task is in the beginning. They are motivated by the task to learn the new language. The deep-seated motivation drives the students to learn. Actually in Willis’ class, there are four procedures:task presenting, language presenting, task completing and language consolidating. Based on Wills’ model for TBLT, the author has done experiment in Grade One in the third junior high school to test whether TBLT is effective in English writing in the Junior High School. The study is designed to explore:3. Whether TBA can stimulate students’ interests and belief in their writing?4. Whether TBA and to what extent can improve students’ writing proficiency?In order to find the answer to the questions, the author did a teaching experiment. The comprehensive analysis both in qualitative and quantitative methods has been conducted on the use of TBLT in English writing in the third junior high school. The author used SPSS to analyze and compare the statistical data from the students’ average score, and the questionnaire. The statistical data and the analysis fall into three sections:The first is about writing test which includes the pre-test and the post-test both of the experiment class and the control class. The second is the questionnaire on interest and belief in writing before and after the experiment. By comparing the scores of the pre-test, the post-test and questionnaire, we can see whether there is some significant difference between them. Meanwhile, the t-test has been used to test whether there are any correlations between the writing scores and the use of TBLT. The third is about interview. All the responses to the interview came from the students in EC. By the quantitative analysis of the responses, we have got the students’views on TBLT.The results from the experiment shows that the TBLT-oriented writing tasks for students can do well in their language learning so that students have improved their writing proficiency through doing all kinds of tasks related to the real world; Most of students in EC have grasped the writing skills and learned writing in a quite happy way so as to have confidence in English writing and finally to promote the students’English writing level; Students generally have the eagerness to succeed in completing the task with the help of each other, under the atmosphere of activity, support and democracy and have raised the spirit of cooperation meanwhile. It is feasible to apply TBLT in the third junior high school in China.