A Study On The Impact Of Task-based Teaching On Junior High School Students' English Writing Leve

The main goal of English teaching is to cultivate students’ comprehensive language application ability.Among them,writing ability is an important part,and it interacts with listening,speaking,reading,and other language abilities.However,there are still many problems in English writing teaching in junior high schools in our country,such as writing teaching is still teacher-centered and result-oriented,etc.With the improvement of humanistic quality requirements,the task-based teaching method has been paid more and more attention by experts and educators.However,there is little research on the English writing level of junior high school students.Therefore,based on constructivism theory,interaction hypothesis,Krashen input hypothesis,and Swain output hypothesis,the researcher aims to explore the effect of task-based teaching method on the English writing level of junior high school students.The research questions are as follows:(1)Does the task-based teaching method affect the English writing score of junior high school students? What’s the influence?(2)What influence does the task-based teaching method have on the language,content,and structure of English writing for junior high school students? What are the influence differences?(3)Does the task-based teaching method affect the writing attitude of junior high school students? What’s the influence?This study uses the methods of teaching experiment,questionnaire and interview to carry out experimental research on two parallel classes in a middle school in Linqu County,Shandong Province.The research objects are the experimental class of 47 students and the control class of49 students.The experimental class adopts the task-based teaching method,and the control class adopts the traditional teaching method.After the experiment,By comparing the results of the pre-test and post-test,the author analyzes the changes in the overall writing level of the experimental class and the control class;The scores of pre and post-writing language,content,and structure were used to analyze the specific differences among this three aspects;The pre and post-questionnaire test scores were used to analyze the changes in students’ emotional attitudes towards English writing,and further discuss the experimental class’ s attitudes,motivations,and gains towards English writing by interviews.The research conclusions are as follows:(1)The post writing test scores of the experimental class were higher than those of the control class(P = 0.02< 0.05),and the difference is obvious which shows the task-based teaching method can improve the overall writing level of students.(2)Task-based teaching method has the most significant effect in improving writing language,more effective in content,and no significant difference in structure.In terms of language,the experimental class is notably higher than the control class(P=0.000<0.05);In terms of content,the experimental class is higher than the control class(P=0.014<0.05),and the score are in sharp contrast;In terms of structure,the scores are almost the same between the control class and the experimental class(P=0.257>0.05).(3)Task-based teaching method can improve students’ attitudes towards English writing.The scores of the post-questionnaire test improved more efficiently in the experimental class(P=0.000<0.05);There is no obvious difference between the pre and post-questionnaire test scores in the control class(P=0.055>0.05).