Application Of Task-based Approach In Senior Middle School English Writing Teaching

This study has aimed at investigating the effect of a task-based writingprogram on middle school students.The purpose of the current paper is to prove the hypothesis that thetask-based teaching method can be used in writing class effectively and it canimprove students’ learning interest and writing ability. The research methodemployed was designed to improve more effective writing ability byencouraging learners to participate in task-based writing activities. In orderto investigate the issue, the task-based writing experiment was conducted inNo.3Senior Middle School in LinHe, with two contrast groups in Grade Onein the year2010. The study attempted to prove the following researchhypotheses:Students’ interests and beliefs towards writing can be promoted moreefficiently through Task-based Approach to teaching writing.The researcher carried out the task-based approach to teaching writing in anexperimental class. Data analysis was used in the research: two questionnairesrelated writing attitudes and beliefs, the scores of compositions concerningcontent and language, the scores of pre-test paper and post-test paper. Byanalyzing the collected data, a conclusion was drawn that students can benefitfrom task-based writing activities.However, there are some limitations in this research, such as the smallsample size, time limitation, the ways of prewriting training and prewritingactivities themselves, so the conclusion drawn in this study still requiresfurther investigation in future research.