A Research On Teaching EFL Writing To Senior Grade One Students:A Project-based Approach

This study aims to how to apply PBA(project-based approach)to EFL(English as a foreign language)writing teaching in senior high schools.By reading relevant literatures at home and abroad,the author finds that,although PBA has been in existence for a long time,there are little researches on applying it to EFL writing teaching in high schools.With the theoretical foundation,covering constructivism,humanistic theory and multiple intelligence theory,this research is based on the PROJECT part of the PEP High School English Workbook to carry out project writing activities.The teaching experiment lasts for more than three months.The participants of the study are a total of 102 students in Class 16 and 17,Grade One,and 6 teachers from the Senior Grade One English Office inSenior High School Attached to Shandong Normal University.Class 16,with 52 students,is Experimental Class,mainly adopting PBA for EFL writing teaching while Class 17,with 50 students,is Control Class,still using the traditional teaching method.What's more,theresearch is carried out by using questionnaire method,aptitude test method,interview method and case analysis method.Accordingly,research tools are respectively questionnaires,tests and standards of English language ability,and interview outlines.In addition,this study intends to research the following three questions:1.What is the status quo of the application of PBA to high school EFL writing teaching?2.What is the feasibility model of PBA being applied to high school EFLwriting teaching?3.CanPBA effectively improve the English writing ability of high school students?By means of the longitudinal comparison of pre-test and post-test,and the horizontal comparison between Experimental Class and Control Class,this study comprehensively analyzes the data from the quantitative and qualitative dimensions to reach the conclusion.First and foremost,PBA is not applied to the majority of EFL writing lessons.So,especially in traditional EFL writing teaching,students lose interest,and mechanical teaching might cause the boring lesson,and students and teachers pay much attention to the grammar of writing.Besides,the feasibility model of PBA requires that the teacher acts as an adaptor and a participant before the EFL writing lesson,an appreciator and an evaluator during the EFL writing lesson,and a corrector after the EFL writing lesson.Eventually,thefeasibility model of PBA can effectively improve the English writing ability of Senior Grade One.It reflects the student-centered teaching philosophy,cultivates students' sense of cooperation and multiple intelligences,and exercises students' high-level thinking ability.Therefore,there are several implications for EFL writing teaching in senior high schools.To begin with,the teacher and students need to change roles according to the status quo of the EFL writing teaching and learning.Furthermore,the teacher needs to explore the feasibility model of PBA and apply PBA to EFL writing teaching reasonably.Last but not least,PBA is an excellent way to improve students' English writing ability.However,the experiment only involves Senior Grade One students and the experiment period is a little short,so the experimental results have some limitations.