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Teaching College English Writing In A Task-based Approach

Posted on:2009-11-21Degree:MasterType:Thesis
Country:ChinaCandidate:Y Q YinFull Text:PDF
GTID:2155360245976493Subject:English Language and Literature
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In recent years, great importance has been attached to college English teaching. English writing, being regarded as the most difficult ability to acquire, has been paid more attention to. So there arises a debate on different approaches to planning and implementing lessons. Among them, task-based approach has drawn more attention in China. However, there is a lack of empirical studies of its application in the field of college English writing. This paper attempts to provide empirical evidence that the task-based approach to English writing teaching is feasible and efficient.Combined with the present situation of the teaching of college English writing, the task-based language teaching (TBLT) is advocated, which means writing should be connected to the authentic life. Instead of the form of the grammar structure, the focus should be put on the meaning of the language in the process of pair work and group work. The students will learn writing in an interactive way and the writing interest arises so as finally to promote the students' English writing proficiency.An experiment was conducted to prove whether the task-based language teaching is more effective than the traditional approach in the teaching of college English writing. The experiment was carried out in two classes of freshmen from Nanjing University of Technology. One was made the experiment group and received the task-based teaching, while the other was made the control group and received the traditional teaching approach. Writing tests as well as questionnaires were used as instruments to collect data both at the beginning of the study and at the end of the study. After 12 weeks of study, the outcome shows that the experiment group has made significant progress in their writing performance and outperformed the control group in post-test, while the control group has made little progress in their writing performance. Besides, the questionnaires show that in experiment group, the students' writing motivation, interest and confidence have been promoted. Consequently, the task-based language teaching is more effective than the traditional approach in improving college students' writing proficiency and helps student develop a positive attitude towards English writing.It is expected that the findings and discussions in this study will shed light on the designing and implementing of tasks for college English writing teaching under Chinese EFL environment.
Keywords/Search Tags:task-based approach, college English writing, experimental study
PDF Full Text Request
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