An Empirical Study Of The Teaching Of English Writing At Junior Middle School: The Task-based Approach

English writing occupies an important position in English teaching. It is specified inNew English Teaching Syllabus that raising students’ writing skill is one of the primarypurposes of English teaching. Teaching English Writing by using traditional methods is arather boring process. Obviously, it is quite necessary to teach English Writing by utilizingeffective popular approaches. This study is intended to prove the effectiveness ofTask-Based Language Teaching（TBLT）when it is applied to the teaching and learning ofEnglish writing at junior middle school in China.First, the thesis briefly states the background, purposes, and methods, as well as thestructure of this study. Next, the thesis overviews major researches relevant to the topic,before it explores the theory of TBLT, focusing on the definition, features&composition ofits specified tasks, and probing into the theoretical basis, principles for designing tasks, andtypical models of TBLT. Also, the thesis investigates the basic theory of writing, itsdefinition, strategies, and patterns. Then, the author describes the whole process of athree-month teaching experiment guided by TBLT, including the specific design, theimplementation of the major procedures, and specific analysis of the results. After that, theexperiment results are described and analyzed, and draw a conclusion of the experiment.Finally the author summarizes the findings of this study, points out the limitations andfurther research aspects.The experiment demonstrates that the teaching of English writing in the light of TBLTshows particular advantages. As it is students-centered and emphasizes "learning by doing",TBLT can stimulate students’ enthusiasm for learning, develop their writing strategies,improve their writing habits, enhance their language competence, and raise their ability tolearn on their own.