A Study On Task-based English Reading & Writing Teaching In Grade One Of Senior High School

The new English curriculum standard clearly states that language skills play an extremely important part in pragmatic competence,which includes listening,speaking,reading,writing and viewing.Listening,viewing and reading belong to comprehensible skills,while speaking and writing belong to expressive skills.Comprehensible skills and expressive skills can supplement and promote each other in language learning process.Reading and writing are of importance in English teaching.Reading is the main way for students to input language,while writing is a significant form of students' language output.It is also a reflection of learners' comprehensive language application ability.Consequently,reading and writing should be closely combined.However,in the actual English teaching,due to the pressure of exam-oriented education as well as the teachers lack further understanding of the relationship between reading and writing,so reading teaching and writing teaching have been separated for a long time.Another reason is that the students have not realized the relationship between them,which frequently leads to inefficient and unsatisfactory results.The task-based approach accentuates learning by doing,which can inspire students' enthusiasm for participating in class,by completing tasks and group work.Students can get the meanings in while-task and the forms in post-task.Through the experimental study,this paper explores the following issues:(1)How does the TBLT method impact the English reading&writing abilities of the grade one of senior high students?(2)How does the TBLT method impact the English reading&writing interests of the grade one of senior high students?(3)How does the TBLT method impact the English reading&writing attitude of the grade one of senior high students?Based on the above mentioned purposes,questionnaires,tests,the classroom observation and experimental research are used in the study.The research processes are as follows: Before the experiment: The first step was the questionnaire survey that was conducted among students in the two classes,aiming to find out the students' attitudes,abilities and interests toward English reading and writing.The second step was the pre-test,and then the scores were statistically analyzed in order to know about students' abilities in reading and writing.In the experiment: a four-month task-based teaching experiment was conducted forstudents.Task-based teaching was adopted in the experimental class,and 3p teaching was adopted in the other class.After the experiment: Firstly,the questionnaire survey was conducted among students in the two classes,compared with the questionnaire before the experiment,aiming to find out whether the interests,abilities and attitudes were affected.Secondly,the post-test was done in the two classes,in order to know the changes of English reading abilities.The author made a contrastive analysis of the questionnaires survey,the classroom observation and the tests results,and the following conclusions can be drawn:(1)TBTL method can promote the students' abilities of English reading&writing;(2)TBTL method can improve the students' interests of English reading&writing;(3)TBTL method can change the students' attitudes of English reading&writing.