An Applied Study Of Task-Based Teaching In English Writing In Senior High School

With the reform of English curriculum, the Task-Based Teaching (TBT) plays a more and more important role in the senior middle school English classroom. Meanwhile, as the new curriculum and English Entrance Tests set higher requirements on students' English writing ability than before, the teaching of English writing becomes the bottleneck in English classroom.In line with the theory of input and interaction hypothesis, Constructivism and the goals of the National New English Curriculum Standard, this paper investigates the present situation and problems of the writing teaching in the senior middle school through the questionnaires on 200 students from different schools in the same area and 60 English teachers' opinions about how to write. Besides, it analyses 120 students' compositions about their writing habits and errors . The tasks designed in each edition of the textbooks have been presented in a table form with one case as an example. So, the paper concentrates on the description of the whole experiment, including experiment object, time, materials, the detailed process, the data compilation, etc. in order to demonstrate the effectiveness of the task-based writing teaching.Furthermore, according to the TBT writing teaching theory, the paper also conducts a task-based writing teaching experiment on 120 senior middle school students in Hongxiang Middle School. The data collected demonstrates that the average score of the experimental class is higher than that of the control class in the post-test. That is, by comparing the writing scores of the two groups, we can draw the conclusion that the task-based teaching approach in writing is more effective than the traditional approach. In order to verify the conclusion, the paper further analyses the compositions of the relative high-level and middle-level students and conducts another questionnaire survey among the students in the experimental class. The results finally support the above conclusion. Besides this, the paper analyses and compares the effect between the traditional classroom teaching model and the task-based teaching model.