A Preliminary Research On The Application Of Task-based Teaching Approach In Senior High-school English Writing

The teaching of English writing in senior high school leaves much to be desired. This paper presents a preliminary research on the application of task-based language teaching model to the teaching of English writing in senior high school. It is the author's wish to find an effective approach to the teaching of English writing in senior high school.This paper consists of four parts with an introduction and a conclusion. In the introduction part the importance of making the research is emphasized. In part one approaches and methods in language teaching are briefly introduced, of which task-based teaching model is highlighted. In part two a literature review on English writing both home and abroad is made and the author's views on the current English writing teaching models are also presented. In part three the current situation of the teaching of English writing in senior high school is described, in which problems and issues are presented but with suggestions and possible solutions. In part four the teaching experiment of task-based teaching model in senior high school English writing is introduced in detail. The experimental class and the contrasting class are given pre-test and post test in listening, reading and writing. The results show that the students in the experimental class have improved their listening, reading and writing after the experiment. The task-based teaching model helps stimulate the students to try their utmost to complete the task and to master the language during the process even without their own awareness of it. They have demonstrated active thinking and participation in classroom activities. Their interest in English has greatly increased as well.Although the theoretical frame of this research work is mainly built on Nunan, Willis's opinions, the author of this paper added evaluation and presentation in the teaching practice besides the 3 steps, pre-task, task cycle, task completion required by TBLT method. It is the author's special contribution to TBLT approach. It is also the author's attempt to provide a more effective basis for the task types, task performance carried out in both teaching practice and the experiment. As we all know the basic assumption of Task-Based Language Teaching still remains in the domain of ideology, all the endeavors carried out in this paper are worthwhile. The author expresses her worries and doubts in the conclusion. It is the author's wish to exchange views and to promote communication among colleagues.