An Experimental Study Of Task- Based Approach In Senior High School English Writing Teaching

Task-based language teaching(TBLT) started in the 1980 s. Since it was introduced to China, it has attracted a great many educators and researchers and become popular. TBLT is a student-centered teaching approach and task is the core of all kinds of activities. Students develop their comprehensive skills by using previous target language and completing a series of tasks in a way of discussion, cooperation exchanging ideas etc.English writing is a comprehensive skill and an important means of language output and communication. However, it is very weak whether in writing teaching or in students themselves. In traditional English writing teaching, it is carried out like this: teachers set a topic, students write a composition, teachers modify the composition. This kind of writing teaching model causes some serious problems such as fear for writing and lack of positivity etc. Under the present writing condition, the author applied TBLT to English writing teaching class. By doing experiment, the author form a kind of writing model, that is, teachers give a topic, students make brainstorm, group members discuss and draft, topic is written, group members report the composition and revision. Students are the center in this kind of writing teaching model and teachers play the role of the guide and instructor.To test whether TBLT is valid and feasible in English writing class, the thesis will conduct a 5-month experiment in Tangxian No.1 middle school in Baoding under the guidance of the theory of TBLT and Willis’ TBLT model. The author selected two parallel classes for the experiment. The experimental class was taught by TBLT in English writing class while the controlled one was taught by traditional teaching model.During the experiment, the author adopted pre-test and post-test to check the writing score. Pre-questionnaire, pre-interview, post-questionnaire and post-interview were given to check the students’ writing habits and attitude before and after the experiment in different teaching methods. Excel 2007 was used to analyze the data collected from the experiment. The results of the experiment indicate that TBLT has great effect on English writing in experimental class. It, to some extent, has improved the students’ English writing. In experimental class students show great interest in English writing and form the good habit of writing. Many of the students take active part in English class and are happy to share their ideas with their partners. Students are no longer afraid of English writing.