The Misapplications Of The Task-Based Writing Approach In Rural Four-Star High Schools And Their Solutions

As an important way of language output,writing has gained a lot of attention both at home and abroad.As a result,educators have attached great importance to the English writing teaching approach.Wiring can not only reflect one’s linguistic skills,but also his thinking competence,so educators focus on English writing,especially in senior high school.A lot of writing approaches have been sprung up,among which task-based writing approach has been widely used,but there has been some misapplications.The aim of this study is to illustrate the misapplications and their solutions from the perspective of task setting.This study is based on the task-based language teaching and learning approach,proposed by Willis and Nunan,combined with Harmer’s ESA theory and the traditional 3P teaching approach.And the theoretical perspectives are as follows:psychology,social culture and pedagogy.98 students are involved in the study.And all of them are from a senior high school in a rural four-star high school.Each class has 49 students.The study lasts one term.Besides,interviews,the record of class observation and writing test are used,as well as SPSS statistics analysis.According to the findings,it is proved that combined with 3P teaching approach,the task-based writing approach can improve students’ writing skills and their English core competences.Thus,the following three questions raised by the writer are answered:1.What are the misapplications of the task-based writing in rural four-star high schools?2.What are the reasons for the misapplications of the task-based writing in rural four-star high schools?3.How to improve the task-based writing approach in rural four-star high schools to help cultivate the English core competences?Based on the statistics of the interview,the misapplications are as follows:1.Most of the teachers don’t apply the task-based writing approach correctly,which doesn’t demonstrate the core concept of the task-based teaching approach.2.Most of the teachers don’t pay enough attention to the linguistic skills,which can cause a long-lasting deficiency of students’ linguistic system.3.Lacking adequate background information,scientific knowledge and skills can cause obstacles in students’ language input and knowledge building.Based on the statistics of the interview,the misapplications are caused by the following factors:1.China has paid much attention to Curriculum Reform;however,there is a lack of authoritative experts.Besides,there is deficiency when putting task-based writing approach into practice.The local government doesn’t conduct TBA effectively,which should be based on the local feature.2.Teachers lack the professional theoretical knowledge and skill training.3.Students have limited knowledge and experiences,which causes some difficulties in completing the tasks.The solutions to the misapplications are explored from the national and local perspectives as well as the perspective of schools,especially focused on the last one.The analysis of the SPSS statistics suggests that combined with the 3P approach,the task-based approach can help improve the students’ writing skills.According to the record of the class observation,the new approach can better students’ four English core competences,including linguistic competence,culture quality,thinking quality and study competence.Thus,What’s more,it is suggested from the data analysis that most of the students involved in the study are satisfied with the new approach.In the meantime,teachers feel they have not only helped the students but also improved their own professional skills.So following are the advantages of the new approach:1.It focuses on the form and the meaning of writing.2.It can stimulate students’ writing interest.3.It can cultivate students’ English core competences.Though the study is carefully designed,and the result is quite obvious,there are still two deficiencies:there are not enough study objects;and neither is the study time,which lasts only one term.This study is carried out for the purpose of finding out the misapplications and their solutions of the task-based approach in rural star-four high schools.The result has provided other similar schools with theoretical and practical support,which is also a good reference for the application of the task-based writing approach combined with the 3P approach in junior and senior high schools as well as in colleges and universities.