A Study Of Task-based Language Teaching In Chinese Higher Vocational And Technical College’s English Wirting Class

In the21stcentury, English has been a necessary language for communication, and moreand more people have become interested in learning it. In the higher vocational and technicalcolleges in China, the students have to finish two-year English study, but the students’ Englishlevel is not very high and they have little interests in English learning. Meanwhile, thetraditional English class is boring to the students, and it can’t stimulate the students’motivation to English learning.The purpose of HVTE is to cultivate students with skills to meet the demand of themodern society, English as a means of communication in the future, and the students need toimprove their abilities of listening, speaking, reading and writing. But in the English writingclasses in the higher vocational and technical colleges, the students’ attitude to writing andtheir English level are not satisfying, and many teachers attempt to change this situation inorder to improve the students’ English ability. But the traditional teaching method hasdominated the English writing classes for a long time, it is difficult to make some revolutionin the class.The task-based language teaching approach has its own advantages, the students are thecenter of the class, and the teachers are not the dominators but participants in the class. Thispaper tries to prove that by adopting TBLT in English writing class during students’ study,TBLT can arouse the students’ interests and motivation of English writing, and provide arelatively relaxing atmosphere in the class. At the same time, it can improve the students’English writing ability.In this paper, the author adopts two research methods, the first one is questionnaireanalysis and the second method is experimental analysis. The author chooses two classes ofmarketing major of Grade one, and one of the classes is the experimental class in which theEnglish class is taught by using the TBLT, and the other class is the control one by using thetraditional teaching method. In the experimental class, the teacher adopts three phases:pre-task, during task and post-task. In the control class, the teacher firstly illustrates thesample of the text, and then let the students write compositions and at last, the teacher correctsthe students’ compositions. Before the experiment, the teacher gives out a questionnaire forstudents to answer which is about the students’ attitude, interests and level of English writing.There are also some questions about their opinions on the traditional English writing class.After the experiment, the teacher also lets the students finish a questionnaire about theirattitude to TBLT and their English writing ability, etc. Before the experiment, the teachergives the students’ an English writing test; during the experiment, the teacher takes notes of every tests given to the students; after the experiment, the teacher again lets the students finisha test. From the data collection of the questionnaires and the tests, the author has found outthat the students give positive responses to TBLT in English writing class, and the students inthe experimental class have improved their English writing ability much higher than those inthe control class.After the experiment, the author has found that TBLT is more effective in improving thestudents’ English writing ability than the traditional teaching method. And TBLT canstimulate the students’ English writing interests, motivation and confidence. But during theprocess of the experiment, the author also has found out that there are some problems in thestudy, we should try to solve these problems together with the colleagues.