An Empirical Study On Task-based Language Teaching To English Writing Teaching In Junior Middle School

Task-based language teaching is a teaching approach of foreign language teaching gradually formed since 1980s and has taken an influential effect on the international scale, representing the latest recognition in foreign language education and achievements in foreign language teaching research.The importance of English teaching is prominent. Writing, as one of the basic skills of language learning, is an important way of language performance. A lot of research has been done on English writing teaching by scholars both at home and abroad and the major and typical ways of are the product approach and the process approach. In the product approach, students'writing ability are trained and promoted mainly through imitation and copying, whereas some drawbacks exist, for example, the students'emotional attitude and English writing interest are constrained, for the product approach puts great emphasis on the appropriateness of grammar and sentence-making. On the contrary, the process approach emphasizes the process and the development of students'wring skill through all kinds of classroom activities. In the process approach, the appropriateness of grammar is ignored to some extent. Therefore, both the product approach and the process approach have some disadvantages in a way. The new curriculum standard advocates an experiencing, practicing, participating, cooperating and communicating mode of learning and task-based language teaching approach, aiming at developing students'comprehensive competence in using language. It is the requirement that teachers should try to use task-based language teaching approach instead of the one merely passing language knowledge to students. Under the circumstance, task-based language teaching approach has been paid more and more attention to.It goes without saying that English writing teaching is of great importance and the topic of how to improve students'English writing ability has become a focus of attention. This paper tries to apply task-based language teaching to English writing teaching. This experimentation involves 88 students in two classes of junior grade 3 in Jiaozuo People's Middle School. One class is the experimental class, in which task-based language teaching is implemented to English writing teaching. And another class is the control class, in which the traditional teaching approach is applied to English writing teaching. Before the experimentation, a pre-text is conducted in both the experimental class and control class. Thus, a preliminary acquaintance of students'English writing ability can be obtained. After a five-month experimentation of task-based language teaching to English writing teaching in the experimental class, a post-test is carried out in both the experimental class and control class. Through the experiment, conclusion can be drawn that the implementation of task-based language teaching to English writing teaching is proved effective in cultivating students'English writing interest and motivation. Meanwhile, task-based language teaching is proved more effective than the traditional teaching approach in improving students'English writing ability.