A Study On Application Of Task-based Approach To English Writing Class In Vocational Colleges

With the reforms in teaching methods and teaching notions of English teaching, the students-centered task-based approach in contrast with the teacher-centered traditional PPP (Presentation-Practice-Production) approach has become the research issue of more and more studies in China. The application of task-based approach to English teaching and learning is advocated by the College English Curriculum Requirements. English writing plays an important role in English study and serves as one of English basic skills. The thesis aims to explore the feasibility and effectiveness of task-based approach applied to English writing class. It elaborates on the definition, features, types, components, theoretical basis of tasks and principles in task design followed by the teaching approaches that have been studied and applied to English writing class. Furthermore, in order to testify the feasibility and effectiveness of task-based approach and compare the teaching results of the two approaches, the author makes a research on the teaching effects which two approaches have on two classes of Hebei Politics and Law Vocational College. The task-based approach was practiced in the experiment class. In contrast, the other class continued the traditional PPP approach .The thesis also illustrates some samples of tasks employed in English writing teaching to make a clearer presentation. The results stem from the discussion concerning with the data from questionnaires, interview, pre-test and post-test scores analysis by statistics software. The findings of the research uncovers that the task-based approach can arouse the students'interest in English writing class and have a more positive effect on English writing learning than the traditional PPP approach. Despite the limitation of the research, the thesis attempts to provide English writing teaching in vocational colleges with a feasible and effective teaching approach and improve the learning effects of vocational college students on English writing study.