Abstract
As we all know, there are four basic skills in English: listening, speaking, reading and writing. Every aspect is very important for every English learner to study English, especially the writing. As an output factor, writing is a mirror which can comprehensively reflect students’ level of cognition and ability of managing a language. the Language Acquisition Theory thinks that reading is the input element and one of the important foundations; reading is a process of absorbing and studying knowledge. But writing is a process which can convert the knowledge of outside into the knowledge of inside, then express out with a certain expression method. With the increasing of writing proportion in College Entrance Examination, writing is taking the more important position in English teaching, so that the teacher and student start to pay attention to the writing. It’s difficult to change the present situation of English writing teaching because of the neglect. Most of the teachers teach writing in the traditional teaching methods which cause that the students fear writing and are no interested in writing and can’t improve their writing level. New English Curriculum for Chinese Senior Middle Schools(2003) proposes Task-based Teaching. It promotes the implementation of the curriculum should cultivate students’ ability of applying language comprehensively on the basis of the Task-based teaching. It emphasizes “student-centered in English learning” and “the method of learning by doing”. This research applys the Task-based approach into the English writing teaching with the students of senior one to test that if the approach can arouse the students’ writing motivation and can improve writing strategies and writing level. For the experiment, the research took the senior one class 13(the experimental class) and the senior one class 3(the control class) from Chengdu Longquan Experimental High School as the subjects of the experiment. the task-based approach was applied in the experimental class while the traditional teaching method was applied in the other class. Through the analysis of the data collected before and after the experiment from the questionnaires and the pre and post tests of the two classes, we can see that the Task-based approach can effectively arouse students’ writing motivation, improve writing strategies and writing level.
Key Words: Task-based approach senior one English writing teaching
Content
摘要：
Abstract:
Chapter one Introduction-1
1.1 The background of the research-1
1.2 the significance of the research-2
1.3 The structure of the thesis-3
Chapter two Literature Review-4
2.1 the Definition of Task-4
2.2 An introduction to the Task-based approach-5
2.2.1 A brief introduction to the Task-based approach-5
2.2.2 the definition of the Task-based approach-6
2.2.3 the characteristics of task-based approach-6
2.2.4 the principles of the task-based approach-7
2.2.5 Task-based approach model-9
2.3. Researches on Task-based approach to English writing teaching abroad and at home-10
2.3.1 the current research abroad-10
2.3.2 the current research at home-10
Chapter three Research Methodology-11
3.1 Research Questions-11
3.2 Research Design-12
3.2.1 Subjects-12
3.2.2 Instruments-12
3.2.3 procedure-13
Chapter four Data Analyses and Discussion-14
4.1 Data analyses and discussion of the questionnaires-14
4.2 Data analyses and discussion of the tests-18
Chapter five Conclusion-20
5.1 Limitations of the research-20
5.2 major findings of the research-20
5.3 Suggestions-21
5.3.1 Suggestions for the Future Research-21
5.2.2 Suggestions for the English writing teaching-21
Bibliography-22
Appendixes-23
Acknowledgements..26
