任务型教学法在高中英语写作教学中的应用研究.pdf

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分类号10746密级公开UDC学号20161413022青海师范大学硕士学位论文AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeaching任务型教学法在高中英语写作教学中的应用研究研究生姓名商海云导师姓名（职称）刘萍（副教授）申请学位类别专业硕士申请学位名称硕士学科专业名称学科教学（英语）研究方向名称学科教学论文提交日期2018年3月论文答辩日期2018年5月r学位授予单位青海师范大学学位授予日期2018年7月答辩委员会主席吴晓红评阅人专家一，专家二r 青海师范大学学位论文独创性声明本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得青海师范大学或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中做了明确的说明并表示了谢意。研究生签名：日期：青海师范大学学位论文使用授权声明青海师范大学、中国科学技术信息研究所、国家图书馆有权保留本人所送交学位论文的复印件和电子文档，可以采用影印、缩印或其他复制手段保存论文。本人电子文档的内容和纸质论文的内容相一致。除在保密期内的保密论文外，允许论文被查阅和借阅，可以公布（包括刊登）论文的全部或部分内容。论文的公布（包括刊登）授权由青海师范大学研究生部办理。研究生签名：导师签名：日期 AcknowledgementAfterfinishingmythesis,Imustshowmygreatthankstomysupervisor,AssociateProfessorLiuPing,forherpatientandwarmencouragementandever-lastingguidance.Shespendsalotoftimeandenergyinreadingmyentiredraftversionofmythesisandhelpingmetomodifymythesisintoabettersituation.Althoughitisaverydifficultprocesstowritethethesis,herwarmhelpandencouragementmakemeconfidentinthewholeprocess.Itisherhelpandencouragementthatmakesmycompletionofthethesispossible.Icouldnothavegonesofarwithoutherhelpandguidanceduringthedifficultprocessofmywriting.IamalsoverygratefultomyotherteachersinQinghaiNormalUniversity,whohaveguidedmeduringthetwoyearsofmystudy.Theygivemealotofhelpandguidancebothinmythesisandmylife.IalsowanttoexpressmyimmensegratitudetotheheadmasterofShangcaiSeniorMiddleSchool,Mr.WangPingxin,whoisverygeneroustogivemethechancetodomyexperimentintheschoolandsupportmeinthepursuitofmyacademicdegreewhenIwasworkingintheschoolasanEnglishteacher,whichmakesthefollowingthingspossible.Then,IwanttosaythankstomycolleaguesinShangcaiSeniorHighSchool.TheygivemealotofhelpinconductingmyexperimentsothatIcouldgettheappropriateteachingmaterialsduringmyexperiment.FinallyImustshowmygreatestappreciationtomyfamily,especiallymymotherinlaw,whocarefullytakescareofmychildrenduringmystudy.Ialsowanttothankmyparentsandmychildren.Itwasthemwhogivemecourageandpowerforthefurtherstudy.Isincerelydedicatedthisthesistothem.I AbstractAstheeconomicalglobalizationandmulticulturalcommunicationdevelop,Englishisbecomingmoreandmoreimportantasatoolofcommunicationallovertheworld.Writing,asanimportantpartofEnglishlearning,isaverysignificantcriteriatoevaluatethestudents‟Englishproficiency.Task-basedlanguageteaching(TBLT)wasfirstputforwardin1980sanditdevelopsfastonthebasisofalotofresearchesandpractices.ItisappliedinEnglishteachingandemphasizestheapplicationoftasksintheteachingprocess.Atpresent,thereareplentyofstudiesfocusedonTBLT,butmanyarefocusedonthefieldsoflistening,speakingandreadingandonlyafewarefocusedonthetrainingofEnglishwritingtopromotethelearners‟writinginterestandability.Thisresearch,tentativelyreportingandanalyzingthechangeofthestudents‟EnglishwritinglevelandattitudetoitaftertheapplicationofTBLT,displaysboththeoreticalandpracticalsignificance.TheauthorconductsanexperimentonTBLTinEnglishwritingteachinginShangcaiSeniorHighSchoolinZhumadiandistrict,HenanProvince.Itwasconductedintwoclassesinwhichthereare80studentseach.TheyaretwoordinaryclassesofwhichthestudentshavethesameEnglishlevel.TheauthorherselfteachesthetwoclassesEnglishandtheexperimentperiodlastsforawholesemester.Intheexperimentalclass,theauthorteachesthemEnglishwritingwithTBLTwhileinthecontrolclasstraditionalmethodisused.Afterthewholesemester‟sexperiment,theauthorfindsthat:ComparedwiththetraditionalwayofEnglishwritingteaching,TBLTcanpromotethestudents‟writingproficiency,promotethestudents‟writinginterestandmotivation,andcultivatethestudents‟abilityofproblemsolvingandawarenessofcooperation.Soitisveryimportanttohelpthestudentsrealizetheimportanceofwritingandmotivatetheirinterestinwriting.MeanwhiletheapplicationofTBLTinEnglishwritingteachingcanhelpimprovetherelationshipbetweenteachersandstudentsaswellastherelationshipamongthestudents.ThelastbutnotleastbenefitoftheapplicationofTBLTinEnglishwritingteachingisthatitcanhelpimprovethequalityofthehighschoolEnglishteachingandhelpreducetheteachers‟workload.II TheauthorconductsthisexperimentinthehighschoolEnglishwritingteaching,expectingthatthisresearchcangivesomehelpinimprovingthehighschoolEnglishwritingteachingefficiencywiththeTBLTmethod.Therefore,theauthortriestoshowhowtoeffectivelyusetheTBLTmethodinhighschoolEnglishwritingteaching,givingeffectivesuggestionstosolvetheproblemsintheEnglishwritingteaching.KeyWords:task-basedlanguageteaching,writingteaching,seniorhighschoolEnglishIII 摘要随着经济全球化和跨文化交际的发展，英语在世界范围内作为一种交流的工具变得越来越重要。而写作，作为英语学习的重要部分，也是学生英语水平的重要评价标准。任务型教学法在二十世纪八十年代被提出以后，在众多实践和研究的基础上得到了长足的发展。它被应用于英语教学，着重强调任务在教学过程中的应用.目前，有关任务型教学法的有很多，但是大部分都是关于它在听，说，和读方面的应用研究，只有一少部分是关于学习者写作能力和写作兴趣的提升方面的研究。本研究试图找出并分析学习者在进行了任务型教学法的写作训练以后，他们的写作能力以及写作态度和动机的提升和变化，有理论和实践的双重意义。笔者在河南省驻马店市上蔡县的一所高中进行了关于任务型教学法在高中英语写作教学中的应用的为期一个学期的教学实验。实验在两个自然班进行，每个班分别有八十名学生。这是两个普通班，经过实验前测，两班学生的英语水平相当。笔者亲自执教这两个班的英语课。在实验班，笔者使用任务型教学法进行写作教学，而在对照班中，笔者使用的是传统的教学法。经过一个学期的实验，笔者发现，与传统教学方法相比，任务型教学法能够提高学生的写作能力，激发学习者的写作兴趣和动机，培养学生解决问题的能力和团队合作的意识。因此，帮助学生认识到英语写作的重要性和激发他们对英语写作的兴趣是十分重要而迫切的。同时，任务型教学法在高中英语写作教学中的应用对改善师生关系以及同学之间的关系也起着十分重要的作用。任务型教学法在高中英语写作教学中的应用的最后一项重要的好处就是，它能够帮助提升高中英语教学的质量同时帮助减轻高中英语教师的工作负担。笔者在高中英语写作教学中进行任务型教学法的实验，以期该实验能够对提升高中英语写作教学的效率有所帮助。因此，笔者也试图展示在高中英语写作教学中如何有效运用任务型教学法，并对高中英语写作教学中的一些问题给出了解决建议。关键词：任务型教学法，写作教学，高中英语IV ListofAbbreviationsTBLTtask-basedlanguageteachingEFLEnglishasaforeignlanguageTBLLtask-basedlanguagelearningTBItask-basedinstructionECtheexperimentalclassCCthecontrolclassSLAsecondlanguageacquisitionV ContentsAcknowledgements.........................................................................................................IAbstract.........................................................................................................................II摘要..............................................................................................................................IVListofAbbreviations....................................................................................................VChapter1.Introduction.................................................................................................11.1BackgroundInformation...................................................................................11.2SignificanceoftheResearch............................................................................41.3PurposeoftheResearch..................................................................................61.4StructureoftheThesis......................................................................................7Chapter2.LiteratureReview.........................................................................................92.1Task-basedLanguageTeaching.......................................................................92.1.1DefinitionofTBLT................................................................................92.1.2CharacteristicsofTBLT.......................................................................112.1.3Task-basedApproachTeachingModel................................................132.2EnglishWriting...............................................................................................142.2.1DefinitionofEnglishWriting..............................................................142.2.2CharacteristicsofEnglishWriting.......................................................162.2.3TypesofEnglishWriting.....................................................................162.3RelatedResearchonTBLTandEnglishWritingAbroadandatHome........172.3.1RelatedResearchAbroad.....................................................................172.3.2RelatedResearchatHome...................................................................192.4TheoreticalBases............................................................................................212.4.1CommunicativeLanguageTeaching....................................................212.4.2SecondLanguageAcquisition..............................................................22Chapter3.ResearchMethodology...............................................................................243.1ResearchQuestions.........................................................................................243.2ResearchSubjects...........................................................................................24VI 3.3ResearchInstruments......................................................................................253.3.1Questionnaire......................................................................................253.3.2Testpapers............................................................................................253.4ResearchProcedures......................................................................................283.4.1Pre-testandPre-questionnaire..............................................................283.4.2ImplementationProcessofWritingClassroomTasks.........................303.4.3Post-testandPost-questionnaire..........................................................333.4.4ASampleLesson..................................................................................33Chapter4.ResultsandDiscussion...............................................................................404.1DataAnalysisofQuestionnaire......................................................................404.1.1AnalysisofStatisticsofthePre-questionnaire.....................................404.1.2AnalysisofStatisticsofthePost-questionnaire...................................424.1.3ComparisonoftheTwoResults...........................................................454.2DataAnalysisofTests....................................................................................454.2.1AnalysisofStatisticsofthePre-test.....................................................464.2.2AnalysisofStatisticsofthePost-test...................................................474.2.3ComparisonoftheTwoTests..............................................................47Chapter5.Conclusion..................................................................................................505.1MajorFindings...............................................................................................505.2ResearchLimitations......................................................................................525.3SuggestionsforFutureResearch....................................................................53References....................................................................................................................56AppendixI...................................................................................................................59AppendixII..................................................................................................................61AppendixIII.................................................................................................................62VII AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingChapter1Introduction1.1BackgroundInformationWiththedevelopmentofeconomicalglobalizationandmulticulturalcommunication,Englishisbecomingmoreandmoreimportantasatoolofhumanthoughtandcommunication,especiallywhenitisusedasaninternationalofficiallanguageallovertheworld.Nowadays,moreandmorepeopleinChinaarelearningEnglishinordertopromotetheircomprehensiveculturalliteracy.SoitisnecessarytoputEnglishteachingintoamoreimportantposition.Writing,asakeypartofEnglishability,isaproductiveskill,reflectingtheintegratedskillsinmasteryofthelanguage.Itisalsoasignificantcriteriatoevaluatestudents‟Englishskills.AtypicalexampleistheCollegeEntranceExamination,inwhichthewritingparttakesup25points,occupying16.7%ofthetotalmarksintheEnglishpaper.UndertherequirementofthenewseniorEnglishsyllabus,seniorhighschoolEnglishteachingistopromotestudents'knowledgeofEnglishsothattheycanimprovetheirlistening,speaking,readingandwritingskills.Writingcanhelpdevelopstudents'logicalandcriticalthinkingfacultywhichissignificantincurrentsociety.However,writing,asoneofthebasicskillsinEnglishlearning,isneglectedintheclassroomteachingforalongtime.BecauseEnglishwritinginEnglishteachingisveryimportant,EnglishteachersshouldfocustheirattentionmoreonEnglishwritingteachingintheclass.Tosomeextent,agoodfoundationofhighschoolEnglishlearninghasapositiveeffectonthelaterdevelopmentincollege,eveninthewholelife.So,whatisthecurrentsituationofEnglishwritingteachingandlearninginseniorhighinChina?FormostChinesehighschoolstudents,theylearnhardunderthepressureoftherealityandwritecompositionsinEnglishjustforthepurposeofpassingthecollegeentranceexamination.ManystudentsalwayshavethefalseviewsthatlisteningandreadingabilitiesaremoreimportantthanthewritingskillinEnglishlearning.Intheiropinion,Englishwritingisboringanddifficult,sotheydonothavethemotivationoflearningEnglishwritingandtheydon'twanttopracticewriting.TherearemanyproblemslyinginEnglishwritingteaching.AseriousproblemisthatmostEnglishteachersinEnglishteachingoftenpaymuchattentiontolistening,1 青海师范大学硕士学位论文speakingandreadingabilitytraining,whilethestudents'writingskillstrainingisneglectedandsometimesitisnotevenremembereduntilthelastfewmonthsorweeksbeforeexamination.Eveniftheydosomewritingteaching,thesituationisalwayslikethis:theteachersonlywritewritingtopicsorthecontentsofthematerialontheblackboard,withoutgivingthestudentswritingguidanceonwritingskillsandmethods.Atthesametime,whentheyaregivingwritingteaching,mostoftheEnglishteachersonlypaytheirattentiontothestudents‟languageformandsentencepatterns,buttheyseldompayattentiontostudents'emotionalattitude,valueorientation,etc.Whentheyaremarkingacomposition,mostoftheteachersstillusethesimplewayofcorrectingthelanguagemistakesallbythemselvesandtheyrarelyaskthestudentsthemselvestocorrecttheirowncompositionsmutually,whichisalsoaverycomprehensiveandeffectivewayofmarkingthestudentscompositions.Therearealsosomeproblemsexistingamongthestudentsthemselves.Firstofall,mostofthestudentsarenotawareoftheimportanceofwritinginEnglishandtheydonotknowwhattowrite,whichmadethemafraidofwritinginEnglish.Whentheauthorcheckthestudents‟testpapersofthepastexaminations,shefindthattherearesomestudentswhoevendon‟tdothewritingsectionwheretheyleftitblank,andsomeofthestudentsevenjustcopythetextofthereadingcomprehensionparagraphsontotheiranswersheets.Secondly,thestudentslackasolidfoundationofbasicskills.Theydonothaveaclearthoughtbeforewriting.What'smore,becausewelearnEnglishasoursecondlanguageasatooltogethighmarkstopassthecollegeentranceexamination,itisveryhardforustoavoidtheinfluenceofournativelanguage,anditisespeciallyobviouswhenwewriteinEnglish.Justaswecanusuallyseeinthestudents‟composition,thestudentsareusuallythinkinginChineseandtheynaturallyexpresstheirthoughtsandideasinEnglishbutthewayisaChineseway,sowhenwereadtheircomposition,weusuallyfindmostofthesentencesarenotexpressedaccordingtotherulesofEnglishgrammarorwayoftheirexpression.ThetruesituationisthatEnglishwritingteachingistheweakestpartofthewholefourpartsofEnglishteachingandthestudentscannotmeetthewritingobjectiveswhicharesetintheEnglishCourseSyllabus,andtheycannotdeveloptheirbasicwritingskillseither.Inthissituation,onlyafewhighschoolEnglishteachersarewillingtomakeupeffectiveplanstohelpthestudentsimprovetheirwritingabilitysystematically.Andthisnaturallyleadstothesituationthatmostofthestudentsinhighschoolscannotdowellormostofthetimesdopoorlyinthewriting2 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingpartintheexaminations.SothesituationiscallingforaneffectiveandpracticalwaytoteachEnglishwritingtochangetheterriblepresentsituation.Thisthesisattemptstointroducethetask-basedlanguageteachingtoEnglishwritingintohighschools.Task-basedlanguageteaching(TBLT)isaresearchonforeignlanguageteachingandsecondlanguageacquisition.Theteachingmethodwasfirstputforwardin1980sandthenresearchersconductedalotofresearchesandteachingpractices.Sothattask-basedlanguageteachingforEnglishhasaveryimportantimpactonlanguageteaching.Ithasinspiredfromtask-basedteachingofEnglishanewteachingmethod,whichfocusesonthegreatimportanceofdifferentkindsoflearningtasks.Thatistosay,whenwearelearningalanguage,weshouldfirstthinkabouthowtofinishtasks,ratherthantrytoremembersomelanguagepointsandEnglishsentencepatterns.Task-basedlanguageteachingmakesgreatdifferencetothebasicconceptoflanguageteaching.Itputspressonthepracticeoflanguageinfinishingtasks,whichcompletelyputthestudentsasthelearningsubjectsintheprocessoflanguageteaching.Tasksaredifferentwhentheyaredesignedinthetask-basedteachingactivitiesfromwhentheyareusedtraditionalteachingclassrooms.Intraditionalteachingprocedures,tasksareindependentfromoneanotherortheyhavenorelationshipwitheachother,whileinthetask-basedlanguageteachingactivities,tasksaredesignedonpurposeinordertomakethemconnectedwitheachotheraroundacertaintopic.Thetaskhasdifferentstagesorsteps.Inthetraditionalteachingclassrooms,thestudentsaccepttheteachingandthelanguagesaretaughttostudentsdirectly.Theteachers‟reportingandteachingtakesupplentyoftheclasstimewhilestudentsarejustsitpassivelyontheirsitintheclassandlisteningtotheteacherswithoutthinkingmostofthetime,whichhasnogoodeffectonexploringtheirownlearningabilityandcultivatethelearningabilityontheirown.Theactivitiesintask-basedlanguageteachingaredesignedaccordingtotherulesofTBLTreflectingthe“LearningbyDoing”principle.Sincethenewcurriculumstandardisappliedinourcountry,manyhighschoolsaretryingthenewapproachofthetask-basedteachingmethodforEnglishwritingteachinginseniormiddleschoolsinChina.Englishcurriculumstandardsinsiststhatthetask-basedteachingmethodshouldbepromotedintheprocessoflanguageteaching,anditalsoemphasizesthattasksareveryimportantpartsinhighschoolEnglishteaching.Thismethodrequirestheteacherstodesigntheclasscreativelyinanewwaywithdifferentkindsofusefultasksandtheyshouldputthetaskdesignintothestudents'learningactivities,which3 青海师范大学硕士学位论文areonthebasisofthewholeobjectivesofthecoursestandardandtheymustbecombinedwiththeteachers‟teachingcontent.Theteachersareguiderswhoareguidingthestudentsintheprocessofgainingknowledgeofthelanguagewhentheyarecompletingthetasks.Intheprocess,theteachers‟teachingactivitiesarefocusedonimprovingstudents'methodtogetinformation,theirwayofinformationprocessingandabilitytosolveproblems.Throughperception,experience,practice,participationandcooperation,studentsareabletogettheabilityofproblemsolvingandsothattheyareencouragedtodevelopcomprehensivelanguageability.Inthepastfewyears,thetask-basedteachingmethodhasbeenintroducedtoChinaanditisusedinEnglishteaching.Duringtherecentyears,itisbecomingmoreandmorepopularbothtothehighschoolteachersandthelanguageteachingprofessors.Agreatmanyoflinguistsandsecondlanguageresearchershaveconductedsomeresearchesonthisteachingmethodandtheyhavemadegreatprogressinthisfield.However,theresearchesinthepastaremainlyontheoriesaboutTBLTorjustinthefieldofreading,listeningorspeaking.TherehavebeensomebutonlyafewresearchesontheapplicationofTBLTEnglishwritingteachingwhichisbasedonpracticalteaching.Therefore,theauthordoesafurtherresearchandshethinksthatmoresuchresearchesshouldbedonebecauseofthelackofenoughexperimentsonthisteachingmethod.Tosomedegree,itwilltakealongtimefortheteachersandresearchersinChinatosetupamatureEnglishwritingsystemandtheapplicationofTBLTtoEnglishwritingteachingisagoodexplorationinthisfield.1.2SignificanceoftheResearchWritingisoneofthefourmajorlanguageskills,buttowritewelliswidelyregardedbybothteachersandstudentsasthemostdifficult(Brookes,2000).However,asthebasicpartofEnglishlearning,writingshouldbepaidmoreattentionto.Withthedevelopmentoftheinternationalcommunication,opportunitiesaretendingtothosewhoaremoreskillfulinEnglishwritingbecausebusinessletters,internationalconferencesandcontractsarealwayswritteninEnglish.Writing,asanadvancedcommunicationskillisrequiredforpracticalpurposessuchasfuturejobhuntingandemploymentathigherlevels(Brookes,2000).Therefore,todeveloptheEnglishwritingskillsbecomeanurgentrequirementinEnglishlearning.TeachersandstudentsmustpaymuchattentiontoEnglishwriting.EnglishwritingisanimportantskillforEFLlearnerstomaster,andteachingitischallengingtoEnglish4 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingteachers(Campbell,2004).Teachersshouldhelpstudentsmasterthewritingskilltomakethemunderstandbetterwiththeirwritingbecause“weabsorbinformationmoreswiftlywhenwereaditthanwhenwehearit”(Raimes,l983:27).Atpresent,therehavebeenplentyofstudiesonteachingwritingapproach,andagreatmanystudieshavebeenfocusedonTask-basedTeachingapproachinthefieldsoflistening,speakingandreading.ButonlyafewofthemarefocusedontheEnglishwritingtrainingonthebasisofTask-basedlanguageteachingforpromotinglearner'swritinginterest,motivationandability.Task-basedTeachingapproach,whichwaspopularin1980sintheforeigncountries,hasbeenintroducedandadoptedinsomeclassesofuniversitiesinourcountrysince2000.Thisapproachencouragesstudentstocompletesomespecificandmeaningfultasksinthetargetlanguage(Harmer,1998).Theprimarygoalofforeignlanguagelearningistodeveloptheabilitytouserealandappropriatelanguagetocommunicateandinteractwithothers,andthegoalofforeignlanguageteachingistoextendtherangeofcommunicativesituationinwhichthelearnerscanperformwithfocusonmeaningwithoutbeinghinderedbytheattentionhemustpaytolinguisticform(Wood,1981).Task-basedapproach,which“ismotivatedprimarilybythetheoryoflearningratherthanatheoryoflanguage”(Richards&Rodgers,2008:226),isstudent-orientedandveryclosetostudents‟reallife,andthiswilldrawthestudents‟attentionandmakethemactivetotakepartintheclassactivities.Atpresent,therehavebeenalotofresearchesonteachingwritingapproach,manyofwhicharefocusedonTBLT,butmostofthemareinthefieldoflistening,speaking,andreading,whilethenumberofresearchesthatfocusedonimprovingthestudents‟writinginterestandabilitywithTBLTislimited.Thisresearch,onthebasisofageneralsurveyofsomemajorjournals,bothathomeandabroad,triestoexploreintotheeffectofTBLTonEnglishwritingoftheChinesehighschoolstudentsinordertoknowthepossibilityofthisteachingmethodinEnglishwritingclassinhighschoolinourcountry.Thisresearch,tentativelyfindingoutanddiscussingthechangeofthestudents‟EnglishwritinglevelandattitudetoitafterapplicationofTBLT,showsitssignificanceboththeoreticallyandpractically.Theoreticalsignificance:First,applyingtask-basedteachingmethodinseniorhighschoolEnglishwritingteachinghelpstopromotetheapplicationrangeoftask-basedapproach,whichisverynecessaryforthestudentstodeveloptheirsecondlanguageacquisitionaswellastheir5 青海师范大学硕士学位论文foreignlanguageandlearning,meanwhileitisnecessaryfortheteacherstoimprovetheirteachingabilitiesbothintheoryandpractice.Secondly,task-basedteachingapproachgivesusanewwaytoteachEnglishwriting,whichbenefitsalottotransformthetraditionalwritingteachingmethodandhelpstoimprovethecurrentsituationoftheEnglishwritingteachinginourcountry.Practicalsignificance:Firstly,task-basedteachingmethodhelpsenhancethestudentsinterestinEnglishwriting,whichinreturnhelpsbuilduptheirself-confidencewhentheylearnEnglishwriting.Also,thestudentscanacquiremorebasiclanguageandcommunicativeskillsforcommunicatingintheirreallife.Secondly,thisteachingmethodgivesalearningenvironment,whichismoreinteractiveforEnglishlearningandprovidesthelearnersmoreopportunitiesfortherealuseofthelanguagetheyarelearning.Thirdly,thetask-basedteachingmethodprovidesthestudentswithanewsituationinwhichtheylearnfromeachotherandwritewiththehelpoftheothers,whichalsohelpcultivateagoodhabitfortheirlifelonglearning.1.3PurposeoftheResearchEnglishlearningisbecomingmoreandmorepopularinChina,butduetothelackofgenuinecommunicationcontext,learnersarenotsointerestedinEnglishlearning,especiallythehighschoolstudents,mostofwhomarelearningEnglishunderthepressureofexams.Inthissituation,Englishwritingteachingandlearningarefacinggreatdifficultyinhighschools.AlthoughteachersattachgreatimportancetoEnglishwritingteaching,whichisjusttothelevelofconsciousness,itisnottrulyputintopractice.(GuanShimin,2008)Writingclassisusuallylikethis:teacherswritedownthetitlewithoutanyexplanationordiscussionaboutthetopic,thenstudentswriteonthetopicallbythemselves,andfinallythecompositionsarehandedinandmarkedbytheteacherswithsimplewordslike“welldone”or“good”,sometimeswithaapproximatemarkandsomeredlinesunderthemistakes,whichusuallyspoilthestudents‟interestinEnglishwritingandtheylayanindifferentattitudetothisclass.Thiskindofwritingteachingmodelmakesthewritingclassdullandinefficient,andbothteachersandstudentsarelackingenthusiasmonEnglishwriting.(LiuSicong,2012)6 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingAsforthestudents,writinginEnglishseemstobetoodifficultandboringforthemsothatmostofthemhavenodesiretowriteanEnglisharticleandtheyevengiveupandleaveablankpaperinthetestorjustcopythereadingtextintheexamtogivetheteachersawrongexpressionthattheyhavefinishedthewriting.Theyareunwillingtowritecompositionsduringexaminationsandasaresult,avarietyofmistakesappearinEnglishwriting.(WangZhenyu,2012)Plentyofthemcannotexpressthecontentofthewritingortheirownideasexactlyandclearlywhentheyarewritingandmeanwhiletheirnativelanguagenegativelyinfluencestheirwritingsaswell.Theyareusuallyconfusedandspellingandgrammarerrorscanoftenbefoundintheirwriting,namely,studentstendtouseChinglishexpressionsinEnglishwriting.(ZhangShenglin,2011)Accordingtotheanalysisabove,therearedifferentkindsoffactorsthatleadtothelagoftheEnglishwritingabilityofhighschoolstudents,towhicheducatorsandteachersshouldpaymoreattentiontochangethepoorsituationassoonaspossible.Task-basedLanguageTeaching,whichwasfirstputforwardinthe1980s,focusesonagreatmanyoftasks,puttingsignificanceonacontinuouslearningtasks.ItisaveryeffectivemethodtoteachingEnglishwritingandhelpsthestudentstoimprovetheirEnglishwritingskillsandenhancetheirself-confidenceandinterestinEnglishwriting.Meanwhile,thisteachingmethodcrestsafreeandrelaxinglearningatmosphereforthestudents,whichcanhelpeliminatetheirfearofwritingandencouragethemtoparticipateandcooperatemorewhenlearningEnglishwriting.ThisstudyisaimedatinvestigatingtheeffectofTask-basedLanguageTeachingonEnglishwritingforhighschoolstudentsanditisnecessaryfortheauthortocarryoutresearchesinthisfieldandgivesomepracticalsuggestionstotheEnglishteachersinhighschool.TheauthoristryingtodosomeresearchesonthisnewteachingmethodofTBLT.What‟smore,itisalsoveryimportantfortheauthortoprovetheadvancementsofthisteachingmethod.Moreover,itisnecessarytotestifywhetherthistask-basedteachingmethodismoreeffectiveinEnglishwritingteachingthanthetraditionalteachingmethods.1.4StructureoftheThesisThisthesisconsistsoffivechapters.Chapteroneisageneralintroduction,includingthebackgroundinformationofthisstudy,thesignificanceofthisstudyaswellasthepurposeofthisstudy.7 青海师范大学硕士学位论文Chaptertwoisliteraturereviewandthischapterincludesfourparts.Partoneisanintroductionaboutsomeimportantideasrelevanttotask-basedlanguageteaching,includingitsdefinition,characteristicsandmodel.ParttwoviewssomeimportantideasonEnglishwriting.PartthreeisabouttherelatedresearchonTBLTandEnglishwritingabroadandathome.Partfouristhetheoreticalbasisfortask-basedapproach.Chapterthreeisthemethodologyofthisresearch.Inthischapter,theauthorputsuphypothesisandpurposeoftheresearchandintroduceshowtheexperimentiscarriedout.Detailedprocedureanddataanalysisoftheexperimentarealsopresentedinthischapter.Chapterfourisresultsanddiscussionoftheresearch,inwhichtheauthoranalyzestheresultsofstatisticsofthepre-questionnaireandthepost-questionnaireaswellasthestatisticsofthepre-testandpost-test.Comparisonofthetwoquestionnairesisalsomadeandsoitiswiththetwotests.Chapterfiveisaconclusionbasedonthepreviousresearch.Theauthordescribesthemajorfindingsandlimitationsoftheresearch,andsuggestionsarealsogivenforthefutureresearchinthischapter.8 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingChapter2LiteratureReview2.1Task-basedLanguageTeaching2.1.1DefinitionofTBLTTask-basedLanguageTeaching(TBLT)referstoateachingmethodwhichisonthebasistheuseofaseriesofdifferentkindsoftasksasthemainpartoftheteachingdesigningandinstructioninteachinglanguages.Task-basedlanguageteachinghasthesameimplicationtoTask-basedlanguagelearning(TBLL)ortask-basedinstruction(TBI).Itpresstheimportanceoftheauthenticlanguageandtryingtorequirestudentsusingthetargetlanguagetodotaskswhicharemeaningfulandthisnewteachingmethodisputforwardonthebasisofthedevelopmentofcognitivepsychologyandappliedlinguistics.Ithasbeenprevailingfornearlytwentyyears.Unlikethetraditionalinstructionwhosefocusesareonthelanguageforms,thetask-basedlanguageteachingfocusesontheprocessoflearningandtheproblemsolving.AndtheTBLTclassisusuallydesignedandorganizedaccordingtoalotofdifferentkindsoftaskswhichhavecloserelationshiptothelearners‟reallife.Ittriesthehelpthestudentstodrawonresourcesontheirhandandintheirbraintocompletethegiventaskswhicharedesignedonpurposearoundthestudents‟reallifeofstudyingandliving.Thestudentsmemorizeasmanyaslanguageforms,functions,andskillsaccordingtotheirownsituationtocompletethetasksthataregivenbytheirteachers.Allthetasksthatgiventothestudentsforlanguagelearningaretasksthatthelearnersactuallywouldprobablymeetintheirreallifeinanycase.Forexample:theymaybeaskedtocompleteatasklikeapplyingforajob,ortheymaybeaskedtohaveatalkwithaclassmatewhohavedifficultyinherstudy,ortheymayprobablyberequiredtomakeatelephonecallforhousinginformationandsoon.Task-basedlanguageteaching,basedoncommunicativelanguageteaching,drawsplentyofscholars‟attentionandtheytriedtogiveaspecificdefinitionofTask-basedlanguageteachingbothathomeandabroad.RodEllis(2003)viewedthattask-basedapproachwasonthebasisofconstructivistteachingmethod.Andsheinsiststhattheteachersshouldhelpselectsuitabletaskstomeettheneedsoflanguagelearnersandsocietywhentheyaredesigningtheteachingplan.Studentsareaskedtothinkoutsolutionsoraprogramtocarryoutthetasksfollowingtherequirementsofteachers,andtheycancompletethe9 青海师范大学硕士学位论文taskwiththeeffortoftheirownthinkingandtheycanalsoworktogetherwiththeirgroupcooperation.Inthisprocess,theywillgetsomethingnewandimprovetheirlanguageproficiencyandthereforetheywillmasterthelanguagenotonlyintheformoflanguagerulesbutalsothedeepmeaningofthelanguage.ChengXiaotang(2002)givestheviewthattask-basedlanguageteachingisfocusedonalotof“tasks”whicharethemostimportantpartoftheclassroomteachingofalanguage.Theteachers‟mostimportantmissionistocultivatethelearners'abilityofusingtargetlanguagetocommunicatewiththeothersbothinclassandintheirreallife.Healsomakesattempttoteachalanguageintherealsituationandmakethelanguagelearningclassasrealasthesociety.WeiYonghong(2004)thinksthattask-basedlanguageteachingisateachingmethodthattakesthestudentsasthecenterofthelanguagelearningclassesandtheteachers‟teachingisjustomeetthestudents‟learningneeds,thatistosay,thetask-basedlanguageteachingclassisastudents-centeredandstudents-orientedclass.Intheclass,thestudentsarethemainperformersoftasks,whoareaskedtocompleteaseriesofmeaningfultasksusingthetargetlanguage,andnaturallytheyobtainthetargetlanguage,andpromotelanguagelearning.GongYafuandLuoShaoqian(2003)putforwardtheviewthatTBLTmakesstudentstolearnalanguagethroughcompletingaseriesoftasksandusingwhattheyhavemasteredandremembered.TheythinkthatTBLTarguesthatthestudentsacquirethetargetlanguagethroughusingmeaningfulstructures.Andwiththehelpoftheteachersortheirclassmatesinthesameclassroom,thelearnersmakefulluseoftheknowledgeandresourcestheycangettobuilduphis/hernewlanguageratherthanlearningthelanguagestructurebylisteningormemorizingthegivenlanguagefromtheteachers.Theministryofeducationofourcountrydrafted“TheinterpretationofEnglishcoursestandard”in2017(experimentaldraft)(2018),inwhichthefollowingdefinitionofthetask-basedteachingmethodisgivenlikethis:“Task-basedteachingmethodisthemotivationtospecifictasksortocompletethetask.”Inthisdefinition,practiceisregardedasalearningprocess,anditnolongertakesthetestscoresasthefinalevaluationresult,butitemphasizesthattheresultsoftheclassroomteachingtaskscanalsoreflecttheteachers‟teachingachievementsaswellasthestudents‟learningresult.Studentshavetheirowninitiativetocompletethetasksusingthelanguagetheyhavealreadymasteredwiththeguidanceoftheirteachers.Theycan10 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingcommunicatewiththeothersintheirownwordsandsolvetheproblemswiththecooperationamongtheirclassmates.Therefore,task-basedlanguageteachinghasbroughtgreatchangestothetraditionallanguageteachingclassroom,inwhichtheteachersarethecenteroftheclassroomwhilethestudentsarejustsittingstillandlisteningtotheteacherorsometimeswithananswerofyesornointheclass,whicharemeaninglessmostofthetime.Whentheteachersarepreparingthelessons,theyshouldnotonlygetfamiliarwiththelanguageknowledge,buttheyalsoshouldexplorenewlanguageteachingresources.IntheTBLTclassroom,teachersareguidersandsupervisorsandtheynotonlyneedtoguidethestudentstounderstandthetaskclearlybutalsotheyneedtosupervisethestudentstocompletethetasks.Inthewholeteachingprocess,thestudentsareinvolvedincompletingthetaskswiththetargetlanguagetheyhavealreadyknown.Inthislearningandteachingprocessthestudentscangetthehappinessofcooperatingwiththeothers.Meanwhilethisteachingprocesscancultivatethestudents‟abilityofanalyzingproblemsandproblem-solvingability,whichcanpromotethestudents‟learningenthusiasmandmotivationconsequentlyitcancultivatetheirlearninginterest.TheauthorthinksTBLTisalanguageteachingapproachthatiscarriedoutthroughcompletingaseriesofcommunicativetasksanditlaysstressonlanguageformandlanguagemeaning.Itstressesthatlearnerswillgainthetargetlanguagewithcommunicativeactivitieswhichareviewedtobedirectlyconnectedwithcurricularaims.Itisteachingmethodoflanguageinclassroomthatchangesthebasicconceptoflanguageapplicationintoconcretepracticeandtaskisthecorefactoroftheteachingprocessandplandesigninginclass.TBLTrealizestheteachingprocessthroughalotofmeaningfultasks,andthestudentsareaskedtotakepartindiscussionsaboutthegiventasks.Finally,thestudentslanguageabilitygetimprovedandtheirtargetlanguagewaspromotedthroughtheclassroomexperiencinginfinishingthetasks,cooperatingwiththeirclassmates,anddiscussingwiththeirpartners.2.1.2CharacteristicsofTBLTNunan(1991:279)illustratedfivefeaturesofTBLT:1)Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage;11 青海师范大学硕士学位论文2)Theintroductionofauthentictextsinthelearningsituation;3)Theprovisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself;4)Anenhancementofthelearners‟ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning;5)Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.Feez(1998:17)alsosummarizedthefeaturesofTBLTasfollows:(1)Thefocusisontheprocessratherthanproduct;(2)Basicelementsarepurposefulactivitiesandtasksthatemphasizecommunicationandmeaning;(3)Learnerslearnlanguagebyinteractingcommunicativelyandpurposefullywhileengagedintheactivitiesandtasks;(4)Activitiescanbeeither:thosethatlearnersmightneedtoachieveinreallifeorthosethathaveapedagogicalpurposespecifictotheclassroom;(5)Activitiesandtasksofatask-basedsyllabusaresequencedaccordingtodifficulty;(6)Thedifficultyofataskdependsonarangeoffactorsincludingthepreviousexperienceofthelearner,thecomplexityofthetask,thelanguagerequiredtoundertakethetask,andthedegreeofsupportavailable.RodEllis(2003:77)summarizedfivefeaturesofTBLT:1)Tasks-basedlanguageteachingofferstheopportunityfor“natural”learninginsidetheclassroom;2)Itemphasizesmeaningoverformbutcanalsocaterforlearningform;3)Itisintrinsicallymotivating;4)Itiscompatiblewithalearner-centerededucationalphilosophy;5)Itcanbeusedalongsideamoretraditionalapproach.Insummary,themainfeaturesofTBLTareasfollows:Itismuchdifferentfromthetraditionalteachingmethod.Itlaysemphasisonusingtargetlanguagetocompletetaskstoachievelanguageacquisition.Intheteachingprocess,theteacheristheconductortocontrolthewholeclassbutthecenteristhestudents.Studentscouldimprovetheirlanguagecompetencewhileusingtargetlanguagetoaccomplishtasks.Thetaskmaterialsshouldbeauthenticandthetopicshouldbeclosetothedailylifeto12 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingarosestudentsinterests.Teachersshouldencouragestudentstomakecreationintheprocessofcompletingtasksandthemaingoalofthetasksshouldemphasizethemeaningoflanguage.2.1.3Task-basedApproachTeachingModelJaneWillis(1996:52)putforwardsthattask-basedapproachteachingmodelconsistsofthreephaseswhichare“Pre-task(introductiontotopicandtask),Taskcycle(task;planning;report),andLanguagefocus(analysisandpractice).”Thepre-taskphasehastwobasicfunctions,whicharetointroducethetopicandarouseinterestindoingthetasksrelatedtothetopicandtoactivatetherelatedwords,phrase,andsentencesthatwillbeusedwhencarryingoutthetasks.So,inthepre-taskstage,theteachergiveaclearintroductionaboutthetopicandthetask,aswellashighlighttheusefulwordsandphrases,andmeanwhilehelpthestudentsunderstandtheinstructionsandthetasktoprepareforthetask.Alsotheteachershouldgiveaclearandaccuratemodeltothestudentstofollow.Duringthisperiod,theteachershouldutilizethegivenmaterialsorsearchsomeothermaterialstopresentthetopictothestudentsnaturallyandtryarousethestudentsinterestinthetopic.Then,theteachergivedefiniteandobviousinformationaboutthetopicandtrytoremindthestudentsofwhattheyhavealreadylearntandknown,whichtheycanuseintheprocessofcarryingthetask.Theteachershouldalsostimulateallthestudentstoparticipateintheactivitiesandpresenttheirideasthatislinkedtothetopic,andatthesametame,theteachersshouldmakesurethateverysinglestudentknowswhatisrequiredtodo.Thetaskcycleconsistsofthreeparts:taskstage,planningstageandreportingstage.Duringthetaskstage,languagelearnersgetsufficientchancestocommunicatewiththeirpartnersandthefluencyoftheirspeakingisemphasized,meanwhilethestudentsareinspiredtomakegreatefforttoperformthetaskunderthemonitoroftheteacher.Workingingroups,thestudents‟confidenceisalsobuiltupduringthisperiod.Theplanningstageisapreparationforthecomingreport,duringwhichthestudentsworkingroupsorpairstoprepareforthereporttoshowhowwellthetaskiscarriedouttothewholeclass.Inthisperiod,theteachercangivesomeguidancetothestudentsifnecessaryandthestudentsbegintopayattentiontotheaccuracyoftheexpressiontomeetthedemandsofmeaningfulcommunicationandexpression.Inthereportingstage,thestudentsareencouragedtoreporthowwelltheycarriedoutthe13 青海师范大学硕士学位论文taskwithformalandpreciselanguage,andatthesametimetheyaregivenmoreexposuretospokenandwrittenlanguage.Theteachernowplaysaroleofajudgeorchairmantoevaluatethestudents‟performance.Languagefocusismadeupofanalysisandpractice.Analysisisusedtohelpexplorelanguage,cultivatethestudentsofsyntaxunderstandingandphrasecollocationaswellasvocabularyawareness.Duringtheanalysisperiod,thestudentscanalsogetthechancetosystematizewhattheyhavelearntandclarifysomeconcept,throughwhichtheycanlearnsomethingnewandconsolidateandmasterthelanguagebetterduetotheactivitiesabove.Meanwhile,itisnecessaryfortheteachertogivesomeappropriateconsolidationpracticetohelpthestudentsmasterthepronunciation,formandusageofthetargetlanguage.Feedbackaboutthestudents‟performanceonthestageisalsoneededtomakemotivatethestudents‟interestandself-confidenceinwhattheyarelearning.Inthetask-basedlanguageteachingapproach,languageknowledgeisnaturallypresentedintheactivitieswhenthestudentsaredoingthedifferenttasks.Fluencyisconsideredimportantandrequirementsabouttheaccuracyincommunicationaretakenintoconsiderationaswell,sothatthestudentswillgraduallyspeakthetargetlanguagefluentlywithaccuracy(LuoDan,2010).Thisisthenatureofcommunicationandalsothecoreoftask-basedlanguageteachingandlearning.Inoneword,task-basedlanguageteachingapproachtakethestudentsasthecenteroftheclass,stimulatingtheirsubjects‟consciousnessaswellasmakingthemacquirethetargetlanguageinvariouskindsofmeaningfulactivities.Thatisthestudentsachievetheirlearninggoalsbydoingthingswiththetargetlanguage.2.2EnglishWriting2.2.1DefinitionofEnglishWritingWritingisoneofthefourbasicskillsoflearningEnglish,ontheprocessofwhichoneshouldknowhowtogenerateideas,howtoorganizethem,howtoexpressthem,howtodraft,howtobeginandend,howtoevaluateandsoon.Thewritingprocessisseenas“anon-linear,exploratoryandgenerativeprocesswherebywritersdiscoverandreformulatetheirideasastheyattempttoapproximatemeaning”(Zamel,1983:165).Thewritersexpresstheiropinionsandviewstothereadersthroughtheirwriting,duringtheprocessofwhichwritersarealsotryingtoexploretheirthoughts14 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingthatareinvisible.Whenwriting,writerscanalsothinkandlearnmore,findingtheirdeepideasandthoughtsandgivingthemanewconsideration.Writingcanalsobeseenasaninteractive,recursive,communicativeandsociableactivity,throughwhichthewritersandthereadersareexchangingideaswitheachother,especiallyforthewriterstomakethemselvesunderstoodbythereaderswhoarenotevenknown.Thatistosay,theycommunicateinaparticularchannelinwhichthereadersarenotphysicallypresent,oreventheymaynotbeknown.Inthissituation,thewriterhastochooseawaythatorganizessentencesintoanexplicitcoherenttextsothattheycanmakethecommunicationwiththereaderssuccessfullythroughthemediumofwriting.AccordingtoLiZhengqiandLiKaiyuan(1994),writingisaspecialwayforapersontodescribethings,expresspeople‟sthoughtsandcommunicatewiththeothersinformationbymeansofusingacorrectlanguageandpropergenres.Thisdefinitionofwritingtellstwoaspectsofwriting:theaimofwritingistoexpressthewriters‟thoughtsandcommunicationinformation;properwritingskillsareneededwhenorganizethewriting.WangChunhua(1998)putforwardsthatthecourseofwritingismainlytheorganizationoftheexistinginformationinthewriters‟memory.Soproperwordsandspecialsentencesshouldbechosenwhenwriting,andattentionshouldbepaidtotheaccuracyofthewrittenlanguage.GereRugglesAnne(1985)putforwardsthat“Writingiscommunication;writingisself-expression;writingispublic;writingisgovernedbyrules;writingislearning.”Accordingtothisdefinition,writingisaprocesstoexpressoneself,tocommunicateanditisalsoaprocessoflearningbecausethewritershavetochooseproperwordsandexpressionsaswellasfollowthegrammarrules,whichcaninturnimprovetheEnglishabilityofthewriters.“Writingisadynamicprocessthatdoesnotfiteasilyintocourseplansandtextbooks.”“Writingisbothprocessandresult.Writingisthemeansbywhichwritingisproduced.”(Richard&Down,1989:11)Thisdescriptiontakeswritingasadynamicprocess,duringwhicharesultisproducedandcommunicationhappensbetweenthewriterandthewriter.EnglishWriting,asacomplexpsychologicalprocess,isasignificantcomponentofcommunicativeability,whichreflectsthewriters‟abilitytooutputthethoughts,meaningsandcomprehensionoftheworld.ThisisalsotheunderstandingofQiShouhua(2001),whogiveshisopinioninthebookAGuidanceBookofAdvanced15 青海师范大学硕士学位论文EnglishWritingthatEnglishwritingisnotasimpleskill,butacomplexprocessbothintellectuallyandsocially.ShuBaimei(2005)alsoarguesinherbookModernForeignLanguageTeachingMethodologythatEnglishwritingisnotonlyaprocesstoselect,combine,arrangeanddevelopone‟sideasineffectivesentences,paragraphanddiscourse,itisalsoaverycomplexcognitiveactivity.Sheviewsthatthewritersshouldbeclearoftheirwritingtone,writingformaswellastheirwritingpurposebecausewritersatdifferentlevelsholddifferentwritingpurposewhenwriting.2.2.2CharacteristicsofEnglishWritingEnglishwritinghasitsowncharacteristics,whicharedifferentfromwritinginChinese.HuangJianbinandYuShulin(2009)describedthreefeaturesofEnglishWritingoftheChinesestudents.Firstly,theyarguethatnativelanguagetransferplaysaveryimportantroletheEnglishwritingcompletion,whichareeitherpositivetransferornegativetransfer,bothofwhichareinfluencingthelearners‟writingcompetence.Secondly,thelearnersareusedtothenativelanguagetransfer,whichinturnmakethemthinkingintheChinesewayinsteadofinEnglish,andthiscanbefindinthewritingprocessaswellasthecomposition.Thirdly,theyviewthatEnglishwritingquantityandqualityareinfluencedbyvariousfactorsasemotion,attitudeandthewritingabilityofthewriters.LiuLili(2004)dividestheEnglishwritingintothreestages,ofwhichthefirstisconceptualphaseduringwhichthestudentsconceivetheirthoughtaccordingtothewritingpurposeanddecidethecontenttowrite.Thesecondphaseisthetransitionprocessinwhichthestudentschoosethelanguageformsincludingsentencepatternsandphrases.Thentheycometothethirdphasetowritedownthewordsandsentencesintheirbrainsinthetermofarticles.Thisiscalledtheexecutionphase.Fromtheanalysisabove,itiseasytofindthattheChinesestudentsareinfluencedgreatlybytheChineseculturewhenwritinginEnglish,whichmakesitdifficulttomakeprogressintraditionalwritingtraining.So,theauthortriestoapplyTBLTintheEnglishwritingteachingtoprovidethestudentsameaningfulenvironmenttolearnEnglishwriting.2.2.3TypesofEnglishWriting16 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingRaimeshasputforwardthepurposesofwriting,whicharetomaster,toremember,tocopy,topractice,andtoexchange(Raimes,1987).Writingcanbesortedintofourtypesaccordingtothedifferentpurposes,whicharereinforcementwriting,drillwriting,imitativewritingandcommunicativewriting.Reinforcementwriting,drillwritingandimitativewritingarefocusedontheaccuracyoflanguagesuchaswordsspelling,sentencesstructuresandgrammaticalrules.Theyignorethemeaningandthecommunicativefunctionofwritingwhilethecommunicativewritingisonthepurposeofcommunication,puttingemphasisonthereaders‟expectationandunderstandingabilitylevel.Whenwritingforcommunication,thewriterswilltakethewritingreasonsandthereadersconsideration,payingattentiontowhytheywriteandwhetherthereaderscanunderstandwhattheyexpressintheirwriting.Thatisinteractionbetweenthewritersandthereadersisemphasizedandthewritersknowclearlywhattheiraudienceareexpectingtolearnfromthetext.CommunicativewritingisstillnotverywidelyappliedforthereasonthatrelativeresearchisnotenoughandthestudentsarenotproficientenoughintheEnglishlanguage.Therefore,attentionmustbepaidtomakethestudentsmoreawareofthewritingpurposeandcontentswhenteachingEnglishwritinginthefuture.Imitatingthesentencesstructuresandgrammarformsmechanicallyisfarfrombeingenoughtosatisfythehigherandmoredetailedrequirementsofthenewcurriculumstandardsandthecircumstance.Teachersmusttransformtheirteachingmethodtomakethestudentsawarethatonlyiftheyconsidermoreaboutthewritingaimsandtheaudience,writeindifferentstyles,andbecreativeandconsideratecantheyconveytheirmeaningandideasclearlytotheiraudience.Task-basedlanguageteachingapproach,whichpaysattentiontothemeaningfulandspecifictasks,cankeepancloseeyeonthewritingprocessandpurposeandfulfilltherequirementsofcommunicativewriting.2.3RelatedResearchonTBLTandEnglishWritingAbroadandatHome2.3.1RelatedResearchAbroadItisbelievedthatresearchesonTBLTbeganearlierinthewesterncountriesthanthatinChina.Dewey,animportantrepresentativeofPragmatism,putsforwardaproposalthatstudentsshouldbethecenterofaclassandtheyshouldlearnfromdoing.Thatistosay,theroleofteachersandtextbooksshouldbechangedfromthecenterof17 青海师范大学硕士学位论文learningactivitiestoaguide,anobserverandapromoter(ZhangDajun,1999).HisanalysisandtheoryaretherudimentofTBLT.Inthelate1970s,theIndianlinguistN.S.PrabhufirstputsforwardTask-basedLanguageTeachingfromtheperspectiveofteachingdesign.AstheindicationofthebeginningoftheresearchonTBLT,aprojectnamedBangaloreProjectisputintopractice,inwhichcommunicativeexperimentsarecarriedoutandthesecommunicativeexperimentscontainsvariouskindsoftaskssothattheattemptsareconsideredasthefirstattempttousetasksaspartoftheteachingdesign.TheattentionsofexpertsonlanguagepedagogyareattractedbythesenewattemptsonteachingdesignandtheybegintodofurtherexplorationandmoretheoriesandsuggestionsonTBLTareputupinthefollowingyears.ManyscholarslikeNunan(1993),Ellis(1994),Skehan(1996,1998),Willis(1996,2002),Brown(2001),Littlewood(2002,2004)etc.haveconductedrelatedstudiesordoneanalysisofTBLTondifferentlevelsfromdifferentperspectivesfollowingN.S.Prabhu‟sfirstsuccessonTBLTexperiment(1987).TBLThasbeenappliedintheteachingoflisteningcomprehension(Goh,1997),inteacher‟straining(Cameron,1997),ingrammarteaching(Fotos,1993;Nunan,1998),andinoutcomeassessment(Robinson&Ross,1996).Prabhu(1987)givesafurtherandmoreexactdefinitionofTBLTandexplainstheparticularteachingmodelsonthefoundationofcommunicativeteachingapproach,emphasizingthatmeaningfullanguagetasksarethebasisofaTBLTclass.Thatistosay,teachersshouldinstructthelearnerstocompletethemeaningfultasksgivenbycommunicatingwitheachotherinthetargetlanguage,payingattentiontothemeaningofthetargetlanguagebutnotlinguisticsformswhencompletingthetasks.Nunan(1989)hasabookcalledDesigningTasksforCommunicativeClassroompublished,andinthisbook,hefurtherdevelopsTBLT,raisingdifferentclassificationsoftaskswhentheteachersdesigndifferentkindsofTBLTclass.Heemphasizesthattasksinlinguisticsclasses,practicallivesclassesandeducationalclassesaredifferent,sothattheteachersshouldmakethetaskssuitablefordifferenttypesoftheclasses.Forexample,hesuggeststhattheteachersshouldmakethetaskscloselyrelatedtoactivitiesthataresimulatingeverydaysituationswhenmakingtasksinpracticallivesclasses.Healsosuggeststhatfivepartsmustbeconsideredandcontainedinatask,whicharegoals,input,activity,teacherandstudentsrolesandsetting.18 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingLongandCrookes(1992)givetheirfurthersuggestionsonTBLTclasses,andtheyproposethat“tasksareactivitieswithspecialpurposesandshouldbeendowedwithspecificpurposes.”Theyemphasizetheimportanceoftheanalysisofthedemandwhentheteachergivetheirtasksandtheyholdtheopinionthattheclassroomtaskshavecloserelationshipwitheverydaylives,duetowhichtheteachermusthaveclearconsciousnessaboutthetasksineverydaylifewhentheydesigntheteachingtasks.Willis(1996)publishedabookAFrameworkofTask-basedLearning,inwhichhedividesTBLTintothreestageswhicharepre-task,taskcircleandlanguagefocus.Hesuggeststhattheteachershouldfirstintroducethetopictothestudents,givingtherequirementsofthetaskandconductingthelearnerstodotheactivities,throughwhichtheteacherscanhelpthelearnersrecallrelatedwordsandphraseswhichwillbeusefulforthemtocompletethetasks.Inthetaskcircle,thelearnerscompletetasksbytakingpartinactivitiesaftertheteachergivesthetaskplansandthewholesituationtothem,andthentheteachersshouldgivethelearnerstheircorrespondingandevaluations.Onthelanguagefocusstage,explanationsonlanguageknowledgerelatedtothetasksshouldbegivenaccordingtothestudents‟verbalandwrittenexpressions.WillisemphasizestheadvantagesofTBLTforthereasonthatlanguageisusedincommunicativesituation.Atpresent,TBLTisverypopularinmanycountriesandregionslikeIndia,theUSA,theUKandsoon.2.3.2RelatedResearchatHomeChinesescholarslikeWuXudong(1997),XiaJimei(1998)andKongXianhui(1998)begintointroduceTBLTinthemid-1990s,whicharousetheinterestandconcernofmanyotherscholarsinrelatedfields.Followingthistrend,scholarssuchasChengKela(2000),LuZiwen(2002),WeiYonghong(2004),GongYafuandLuoShaoqian(2003)etc.begintodofurtherexplorationinthisfieldandtheyeitherpublishbooksoressaysaboutthisnewteachingapproach,expressingtheirideasornewfindingboththeoreticallyorexperimentally.In1997,WuXudong(1997)publishesanessay,inwhichheintroducesthedeterminationprincipleoflearningtaskoftheforeignlanguage,andmeanwhileheputforwardtheapplicationprincipleofforeignlanguagelearningtasksanddoes19 青海师范大学硕士学位论文somecomparativelysystematicexplorationintothedifficultyandconditionofthetasks.XiaJimeiandKongXianhui(1998)publishanessaycalledComparisonbetweentheModelsandtheTheoreticalBasesofProblemSolvingMethodandTask-basedTeachingMethod,inwhichtheygivefurtherexplanationandanalysisonthebasicconceptofTBLT.TheyholdtheideathatthemainsenseofTBLTisthatteachersshouldbuildlanguageteachingcloselyonthefoundationoftherealwordandmaketheclassroomteachingthereflectionofthesociety.ChengKela(2000)publishesanessaynamedtheanalysisofproductoutlineandprocessoutline,inwhichsheanalyzesthetrendofTBLTandputforwardtheassumptiontoTBLT.LuZiwen(2002)holdstheviewthatTBLTemphasizesthattasksshouldbebasedonoureverydaylifeandhelpstudentsapplytheirknowledgetotheireverydaylife.Tasksbasedoneverydaylifecannotonlymakestudentsacquirelanguageknowledgenaturallyinacomfortablesituation,butalsomakestudentsuselanguagetosolvepracticalproblemsintheireverydaylives.WeiYonghong(2004)givesaclearintroductiononthetask-basedtheoreticalbackground,teachingmodels,teachingsituationandthecurrentresearchesofTBLTinChinainthethesisnamedResearchonTBLT.GongYafuandLuoShaoqian(2003)introducethetheoreticalfoundationsofTBLTsuchaspsychology,constructivismtheoryandlanguageacquisitiontheoryinthebookthetask-basedapproach.TheirintroductiongivesasystematictheoreticalframeworkofTBLT.TheNewCurriculumStandardannouncedbytheMinistryofEducation(2011)proposes“Advocatingtask-basedlanguageteachingandcultivatingstudents‟comprehensivelinguisticcompetence”.Atthesametime,theconceptofqualityeducationentirelycoincideswiththeTBLTtheory.ManyresearchersandeducatorsbegantogetinvolvedinthestudyofTBLT.Aboveall,theresearchofTBLTathomeisdevelopingfastwiththehardworkofboththescholarsandteachers.WecannotdenythatgreatachievementontheresearchofTBLTinChinahasbeenmadeaswellassomesignificantresults.Anyhow,furtherresearchonTBLTisstillneededforabetterandfardevelopmentofthisproject.Meanwhile,weshouldconnecttheresearchofTBLTwiththepracticalsituationofhighschoolEnglishwritingteachinginChina.20 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeaching2.4TheoreticalBases2.4.1CommunicativeLanguageTeachingTask-basedLanguageTeachingmethodwhichisoriginallydevelopedfromCommunicativeLanguageTeaching,whichtakeslanguageteachingasacommunicationwithauthenticlanguageenvironment,emphasizingtheimportanceofcultivatingthestudentscommunicativecompetence.Communicativelanguageteachingisthecoreideainlanguageteaching,whichemphasizesthattocultivatethelearners'communicativecompetenceisveryimportantinlanguageteaching.Inthistheory,professorsbelievethatthemainpurposeoflearninglanguageforthelearnersistocommunicatewithothersintheirreallife.Theteachersprovidethestudentswiththeauthenticsecondlanguagesituationandthecantrytheirbesttodesignrealcircumstancestofinishsomeparticulartaskswiththetargetlanguageknowledgetheyalreadymastered.Thecommunicationbetweenthelearnersandtheteachersaswellasamongthelearnersthemselvesisinteractive.Peoplewhoadvocatethisteachingmethodconsiderthatthecommunicativelanguageteachingistoexpressmeaningofthelearnersandtheteachers.Activitiesincommunicativelanguageteachingmethodarecalledtasks,whicharedesignedforthelearnerstocommunicatetheinformationwitheachother.Themainpurposeofcommunicationistoexpressmeaningandinformationinsteadofpracticinglanguageformsuchassentencepatternsandgrammaticalrules.Boththeteachersandthelearnersaretryingtogiveasmuchasinformationtomakethetasksmoreinteresting.Thisshowsthattheteachersshoulddesignthetaskscloselyconnectedwiththelearners‟actualcommunication.Itisnecessarytoprovidesometasksrelatedtoreallifeinordertoarousethestudents'attention.TBLTisbasedonKrashen'sinputandinteractionisthypothesis(Ellis,1997),whichsaylanguagecanbeacquiredbycommunicationunconsciously.Task-basedlanguageteachingbegantoattractpeople'sattentioninthe1980's,whenPrabhumadeanexperimentofthecommunicativeclassroominthesouthofIndia,knownasBangaloreProject.Prabhusuggestsvarioustypeoftasksandthatalllanguageitemswerelearnedbyaskingstudentstocompleteacertaintypeoftask.Thistaskisconsideredtobethefirsttrytoachieveaclassbythisapproach,whicharousedgreatinterestinthelanguageteachingfield.21 青海师范大学硕士学位论文Inthisbackground,theyadvocatethecommunicativelanguageteachingshouldfocusonthemeaningfultasks.In1996Willis'worksonAFrameworkofTask-basedLearningmarksthetask-basedlanguageteachingfromtheorytopractice.Therefore,thetask-basedlanguageteachingisanimportantsource.2.4.2SecondLanguageAcquisitionPlentyofscholarssuchasLong(1985),Ellis(1997),Wilson(1986),Breen(1987),Nunan(1985,1988,1989),Krashen(1977,1981,1985)havedonealotofresearchesonTBLT.Amongalltheachievements,theauthortakesKrashens‟secondlanguageacquisition(SLA)hypotheses(Richards&Rodgers,1986)asoneofthegreattheoreticalbasesofTBLT.Krashen(1982)putforwardtheSecondLanguageAcquisitionTheoryandsumupfivehypothesesaboutit.TheyaretheAcquisition-LearningHypothesis,theMonitorHypothesis,theInputHypothesis,theAffectiveFilterHypothesisandtheNaturalOrderHypothesis.TheInputHypothesisandtheAffectiveFilterHypothesiscouldsupporttheTBLTsowejustdiscussthesetwohypotheseshere.AccordingtoKrashen‟sAcquisition/LearningHypothesis(1982),peopledeveloplanguagecompetenceinsecondorforeignlanguagethroughtwodistinctiveways,oneisacquisitionwhichisanaturalwayjustlikechildrendevelopingtheirfirstlanguagefromtheverybeginning,anditisanunconsciousprocessbecauseitisanaturaldevelopmentoflanguageproficiencywhentheyusethelanguageinrealandmeaningfulcommunicationbyunderstandingthelanguage.Whiletheotherwayislearningduringwhichprocesslearnerspayattentiontothelanguagerulesconsciouslywhendevelopingtheirlanguageproficiency,whichnaturallyresultsinexplicitknowledge.Itisnecessarytogiveformalteachingtomake“learning”occurandwiththehelpoflearnedrules,learnerscancorrecttheerrorsandmistakesintheircommunication.Butlearningcannotbeseenasacquisitionanditcannotleadtoacquisition(Richards&Rodgers,1986:131).JustasKrashen(1982:146)states,“Theacquisition-learningdistinctionhelpsinterpretfindsinallareaofSLAandpractice.”InTBLT,thestudentscandothingswiththetargetlanguageunconsciouslyinanaturalsetting,throughwhichtheyacquirethetargetlanguage.AccordingtoKrashen'sinputtheory,SLAtakesplacewhentheinputtothestudents‟understandingisslightlyabovetheircurrentlevelofcompetence(i.e.the„i+1‟level).Thatistosay,theinputshouldbeabitmorethanthelinguistic22 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingknowledgethanthelearnershasmastered.Hedefinedthelearner'scurrentstateofknowledgeas„i‟andthenextstageas„i+1‟,andthusinputatthe„i+1‟levelistheidealqualityforacquisitiontohappen(Krashen,1982).InKrashen'sview,wemovefromstage„i‟to„i+1‟，where„i‟representscurrentcompetence,„i+1‟thenextlevel.Krashen(1982:21)claimsthatanecessary(butnotsufficient)conditiontomovefromstage„i‟tostage„i+1‟isthattheacquiredunderstandinginputthatcontains„i+1‟，where„understanding‟meansthattheacquirerisfocusedonthemeaningbutnottheformoftheinput.Whenthelearnerslearnmoreknowledgethan„i+1‟,theycouldachievethelanguagecompetenceto„i‟.Iftheinputislessthan„i+1‟，thelearnerscouldn'tachieve„i‟.Inputthatiscomprehensibletothelearnerwillautomaticallybeattherightlevel.Thisindicatesthatlanguageacquisitionneedssufficientinputandlanguagecontext.TheTBLTprovidesplentyoftaskswithinputsothestudentscouldachievelanguagecompetence.IntheprocessofTBLT,thestudentsareconcentratedonthemeaningofthelanguageitselftomaketheirexpressionsunderstoodorexchangeinformationwithoneanother.Theirmaingoalistocompletethetaskwiththetargetlanguagetheyhavealreadymastered.AstoWillis,"Intask-basedlearning,communicationtasksinvolvelearnersinanentirelydifferentmentalprocessastheycomposewhattheywanttosay,expressingwhattheythinkorrecall."(Willis,1996)Long(1983)isanotherscholarwhoisconcernedwiththequestionabouthowinputismadecomprehensible,meanwhileheholdstheviewthatalotofSLAhappensinthewayof“conversationalinteraction”.Therelationshipbetweenlanguageacquisitionandmodifiedinteractioncanbedescribedasfollows:Firstly,modifiedinteractionmakeslanguageinputcomprehensible;Then,comprehensiblelanguageinputimproveslanguageacquisition;Sothatmodifiedinteractionleadstolanguageacquisition.AccordingtotheInteractionHypothesis,languageisacquiredaslearnersareactivelyengagedinattemptingtocommunicateinthetargetlanguage.Thehypothesisisconsistentwiththeexperimentalphilosophyof"learningbydoing".Acquisitionwillbemaximizedwhenlearnersareengagedinvariedactivitieswith"modifiedinteraction"(tasks)that"push"themtolimitsoftheircurrentcompetence.23 青海师范大学硕士学位论文Chapter3ResearchMethodology3.1ResearchQuestionsInthisstudy,theauthorintendstoexploreifTBLTisefficientinpromotethestudents‟interestinEnglishwritingandwhetheritishelpfultoimprovethestudentswritingcompetence.TheauthorcarriedoutanexperimentinahighschooltotesttheeffectofTBLTonEnglishwritingteaching,hopingtoseethatthisteachingmethodcanimprovethestudents‟writingcompetenceafterthespecialtrainingundertheconstructionofTBLT.Throughheexperiment,theauthorwantstoknow:1.WhatisthecurrentsituationofEnglishwritinginhighschool?2.Whydoesthecurrentsituationcomeintoexistence?3.Howcanweimprovestudents'EnglishwritingproficiencybasedonTBLT?Toknowthecurrentsituationandexplorehowthesituationcomesintoexistence,theauthorgiveaquestionnairesurveyandatestbeforetheexperiment.Aftertheexperiment,aquestionnairesurveyandatestwillalsobegiventocheckthestudents‟writingproficiencyandattitudetowardsEnglishwriting.3.2ResearchSubjectsIntheexperiment,theauthorchoosetwoordinaryclassofgradetwowith160studentsinShangcaiSeniorMiddleSchoolinZhumadiandistrict,HenanProvince,asthesubjects,whichareClass11andClass12,ofwhichClass11isexperimentalclassandClass12isthecontrolclass.Eachclasshas80students.ThestudentshavebasicallythesamebackgroundofEnglisheducation:allofthemhadlearnedEnglishforthreeyearsinjuniormiddleschoolandstudyforoneyearinthisseniorhighschool.Thestudents‟EnglishproficiencyinClass11andClass12ismoreorlessthesame,especiallytheirEnglishwritinglevel,whichcanbeprovedbytheresultsofthepre-test.Fromthemeanscoresofthepre-test,theauthorfindthatthewritingscoresofthetwoclassesaresimilartoeachother.Fromtheresultsofthepre-questionnaire,itisfoundthattheirattitudetowardsEnglishwritingisalsosimilar.Therefore,itis24 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingreliableandvalidfortheauthortochoosethesetwoclassestocarryouttheexperiment.Bothofthetwoclasseshave7Englishlessonseveryweekandtheyusethesametextbooksandexercisebookstoo.TheresearcherisalsotheEnglishteacherofthetwoclasses.Sowhentheauthorgiveswritinglessons,sameteachingmaterialsarechosenandtheteachingmethodisalsocontrolledbytheresearchsoastomaketheexperimentgomorereliableandvalid.3.3ResearchInstrumentsTheauthorchoosestwokindsofresearchinstruments:oneisquestionnaireandtheotheristestpapers.Besides,twelvewritingtrainingexercisesarealsocarefullychosenandpreparedforthestudentsoftheexperimentalclasstopracticeTask-basedwriting.Allofthewritingexercisesareverycloselyrelatedtothestudents‟dailylifeandtheyarealsoauthentic,real,meaningfulandcommunicative.ThequestionnaireisusedtosurveythesituationandattitudeofthestudentstowardstheEnglishwritingbeforeandaftertheexperiment.Andthetestpaperisusedtotestthestudents‟writingproficiencybeforeandaftertheexperiment.3.3.1QuestionnaireInthisexperiment,twoquestionnairesfromYinCuiling(2010)areusedtotestthestudents‟attitudesandbeliefstowardsEnglishwriting.Thefirstquestionnaireisusedtodothepre-questionnairesurveytoobtainthebackgroundinformationofthestudents,suchastheirattitudestowardtheirpreviousteachingpattern,theirattitudestowardEnglishwriting,andtheirbackgroundknowledgeabouttheteachers‟writingteachingapproachinthewritingclass.Thereare12questions(Qs)inthequestionnaire,ofwhichQs1,2,3,4,5,6areaboutthestudents‟writinghabitsandstrategiesbeforetheexperiment,andQs7,8,9,10,11,12areabouttheirattitudestowardthepreviouswriting.Thepost-questionnaireisalsomadeupof12questionswhichareaimedtoknowtheparticipants‟attitudestowardsEnglishwritingandthenewwritingteachingapproachaftertheexperiment.Thepost-questionnaireisonlyconductedintheexperimentalclasstocomparethestudentsattitudesbeforeandaftertheexperiment.3.3.2Testpapers25 青海师范大学硕士学位论文Inthisresearch,testpapersareusedtomeasurethestudents‟EnglishinEnglishwriting.Duringtheresearch,twoexaminationswillbeconducted,ofwhichoneispre-testtakenbeforetheexperimentandtheotherispost-testtakenaftertheTBLTtrainingintheexperimentalclass.Thepre-testisdonetoseethestudents‟initialEnglishwritinglevelandthepost-testistocomparewiththeformertofindwhethertheexperimentisefficient.Thetotalscoresofboththecompositionsofthetwotestswas25,andthepassingscoreis16.Eachexamisorganizedbytheschool.Thestudentsaredistributedbythecomputerrandomlyandtheschoolarrangedteachersfor.Aftertheexamination,thepaperswouldbecollectedandscannedintocomputer.TheEnglishteachersofthewholegradewouldbearrangedtomarkthepaperswithoutseeinganyinformationofthestudents.Inordertoensurethereliabilityandvalidityofthetestresult,eachpaperwouldbemarkedthreetimesbydifferentteachersrandomly,whichisdistributedbythecomputersystem,whichalsohelptheauthorexcludetheinterferenceofsubjectivefactorsunrelatedtoeffectivelycontrolvariables.Afterallthepapershavebeenmarkedonthecomputer,theauthorselectedthemarksofthecompositionandmadeastatisticalanalysisofthedatawithastatisticalsoftware.AcomparisonofthedataofthetwotestsismadebetweentheECandCC.Pre-test假如你是李华，你所在的班级将要举办一次主题为“Whatcanwedoforourschool?”的英语演讲比赛。请写一篇英语演讲稿，要求从以下四个方面中任选一至二项进行阐述，并举例说明。1.关心他人；2.美化校园；3.爱护学校设施；4.营造良好的学习氛围。注意：1.不要在书面表达中出现所在班级的名称和本人姓名，否则本节判为零分；2.词数100左右；3.演讲稿的开头和结尾已写好，不计入总词数。参考词汇：校园campus;设施facilitiesModelessay:Helloeveryone.It‟snicetospeakaboutwhatwecandoforourschool,andIthinkeachofuscandosomething.26 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingThefirstthingwecandoistomakeourcampusmorebeautiful.Everyoneofusmayplantatreeintheschool,ororganizeathroughcleaningonthecampus.Wecanalsoformagoodhabitofputtingtherubbishintothedustbin.Thesecondthingwecandoistoprotectthefacilitiesinourschool.Whenweleavetheclassroom,weshouldneverforgettoturnofthelightsorclosethedoor.Weshouldnotleavethetapwaterrunningorwasteanymaterialsinthelaboratoryclass.Ifeveryonedoessomethingforourschool,Ibelievewewillturnourschoolintoabetterplacetostudyandlivein.Thankyouforyourlistening!Apost-testisdesignedtocheckwhetherthewritingabilityinbothofthetwoclasseshasbeenpromotedandwhethertherewasobviousdifferencebetweenthecontrolclassandtheexperimentalclass.Thefollowingisthetesttopic.Post-test:对于某中学校长专门宴请优秀学生一事，人们的观点各不相同。有人认为这样做是为了激励学生，也有人认为这是在作秀。请你就此话题写一篇英语短文，向某英文报社投稿。注意：1.词数120左右2.短文的开头已给出，不计入总词数。参考词汇：宴会,宴请banquetModelessay:Aheadmasterheldabanquetforafewbeststudentsintheschool.Peoplehavepaidspecialattentiontoitandtheiropinionaredifferent.Somethinkthatitisagoodwaytoencouragethestudentstodobetterintheirstudies.Whoeverhasgotoutstandingexamresultsshouldhavethehonortobeinvitedtothebanquet.Othersholdtheopinionthattheheadmasterisjustmakingashowandwhathedidismeaningless.Inmyopinion,thebeststudentsdeservetobeawarded,yettheschoolshouldtakeamoreacceptableway.Meanwhile,thosewhodopoorlyintheirstudiesmaybehurtinbothself-respectandself-confidence,andthispartofthestudents,whobelongtothemajority,shouldnotbeleftout.Theyaretheverystudentswhoneedcareandencouragement.Inaword,theheadmastershouldhavedonesomethingdifferenttoencouragethesestudents.27 青海师范大学硕士学位论文3.4ResearchProceduresTheauthordesignedtheresearchtolastforfivemonthsfromSeptember1stth2017toFebruary72018.Theauthorchoosetwoclasseswhichhavethesamestudents.Atthebeginningoftheexperiment,theauthorselectedtheirEnglishmarksandcomparedthemarksoftheircomposition,findingthattheyhavesimilarwritingproficiency.Toknowmoreaboutthestudents‟writingattitudes,motivation,andwritingconfidence,theauthorconductedaquestionnairesurveyinbothofthetwoclassesatthebeginningoftheexperiment.TheauthorfindthatthebackgroundinformationoftheirperformanceandattitudeinEnglishwritingandknowledgeaboutTBLTarealmostthesame.Thentheauthorbeganherexperiment,duringwhichtheauthortaughtEnglishwritingintheexperimentalundertheinstructionofTBLTwhiletraditionalteachingmethodisusedinthecontrolclass.TheyhaveEnglishwritingclassonceaweekfromthSeptember1st2017toFebruary72018onFridayexceptwhentheyhadholidays.Thepost-testisalsothefinalexamofthewholeschool.Anditalsocomesaftertheteachingexperimentattheendoftheterm.ThepaperadoptedisthepaperofthetestforsouthHenanseniorhighschool.Meanwhile,thepost-questionnaireisconductedintheexperimentalclasstocomparewiththeresultsofthepre-questionnaire.Becausetheexperimentlastsforawholesemesteranditismorethanfivemonthsincethestudentstookthepre-questionnaire,theydonothavedeepimpressionoftheirchoicesofthepre-questionnaire,sothattheresultofthepostquestionnairewillnotbeinfluencedandtheycanmaketheiransweraccordingtotheirownfeelingaftertakingtheexperimentalclassesundertheinstructionofTBLT.3.4.1Pre-testandPre-questionnaireAtthebeginningofthissemester,theauthorwenttotheexperimentalschooltodoherresearch.Shewasgiventwoparallelclassesofgradetwo,ineachofwhichthereare80students.BecausetheempiricalresearchisdonetotestthevalidityandfeasibilityofTBLTinEnglishwritingteachingforseniorhighschoolstudents,theauthordidsomeworktoensuretheresultandprocessoftheexperiment.TomakesurethatthestudentshavethesameEnglishproficiency,especiallytheproficiencyofwritingin,theauthorpickedouttheirmarksofthebeginningtest,selectingoutthemarksofthewritingpart,findingthatitissuitabletobechosenasthepre-testresult.Theresultsofthepre-testareshowninthetablebelow:28 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingResultsofPre-test(Total120)ItemControlClassExperimentalClassNumberofStudents8080Mean88.2587.92HighestScore117116LowestScore5857NumberofStudents(pass)4948Percentage(pass)61.25%60%NumberofStudents(excellent)1110Percentage(excellent)13.75%12.5%Thisexperimentisfocusedonthestudents‟writingproficiency,therefore,theauthorselectedthescoresoftheircompositions.Theresultsoftheirwritingareshownbelow:WritingResultsofPre-test(Total25)ItemControlClassExperimentalClassNumberofStudents8080Mean15.0514.92HighestScore2525LowestScore54Fromthetableabove,theauthorfondthatthemarksofthetwoclassesaremoreorlessthesame.This,tosomedegree,reflectedthatthestudents‟Englishwritingproficiencyisofthesimilarlevel.TogetfurtherinformationofthestudentsabouttheirattitudeandmotivationonEnglishwriting,theauthorconductedaquestionnairesurveyinboththeexperimentalclassandthecontrolclass,whichisthepre-questionnaire.TheitemsofthequestionnairearepresentedinsimpleEnglishsothatthesubjectswon‟thavelanguagedifficultieswhentheymaketheirchoices.Thustheresultofthequestionnairewon‟tbeinfluenced.Iftheyreallyhavedifficultyinunderstanding,theycanturntothedictionaryandlookupthewords.Thepre-questionnaireisdesignedtohelpknowthestudents‟writingattitudes,interest,beliefsandhabit.Itconsistsoftwelvestatementsforwhichfiveanswers(from(a)=stronglyagree,(b)=agree,(c)=neitheragreenordisagree,(d)=disagree29 青海师范大学硕士学位论文(e)=stronglydisagree)aregiventothestudents,ofwhichthestudentscanchooseonlyoneaccordingtheirownactualsituation.Thus,thedatacanreflecttherealattitudesandthoughtsofthesubjects,whichcanhelpensurethereliabilityandvalidityoftheexperiment。3.4.2ImplementationProcessofWritingClassroomTasksTheauthortookTBLTasherteachingtrainingmethodforthesubjectsintheexperimentalclasswhiletraditionalwayinthecontrolclasstoteachEnglishwritingduringthewholeexperiment.Becauseofthelargeamountofthestudents,theauthordividedthestudentsoftheexperimentalclassintotengroups,ofwhichthereareeightstudents.Therefore,everystudentscanhaveopportunitytotakepartinthediscussionandexpresstheirviewsintheirgroupsaswellasinfrontofthewholeclassiftheyarewillingto.Meanwhile,thesegroupscanalsohelpmakethemfeelmorefreetoexchangetheiropinionswitheachother.Itisnoteasytopromotethestudents‟writingproficiencyanditusuallytakesalongtimetotrainthesubjectsevenifagoodmethodisadopted,soagoodteachingmethodisalsocriticalatthebeginningofitsdevelopment.AswithTBLT,experimenteralsospentalotofenergyandtimeonit.ShedesigntheclasscarefullyintostepsonthebaseofTBLTframeworkproposedbyJaneWillis(2002):Pre-task(IntroductiontotheTopicandTask)：Teacherintroducethetopictothewholeclass,givingthemthepossibleusefulwordsandexpressions,triestomakethetaskinstructionscleartothestudentsandhelpsunderstandthetaskandmakesthempreparedforthetask.Studentsmaylistentoorhavealookatarecordingoftheotherswhoaredoingasimilartaskinthevideo.Taskcycle(Task-planning-report):Studentsareaskedtodothetaskinpairsorsmallgroups,theteacherwalkaroundtomonitorthewholeclassfromadistance.Thenstudentsarepreparingforareporttothewholeclass(orallyorinwriting)aboutwhattheydidinfinishingthetask,whatdecisiontheyhavemadeorwhattheyhavediscovered.Finallytheteacherasksomegroupstopresenttheirreportsinfrontofthewholeclass,orexchangewrittenreportswitheachother,andcomparetheirresultswiththeothergroups.Languagefocus(Analysisandpractice):thestudentscheckanddiscussspecificfeaturesofthemodelintherecording,thentheteacherconductsapracticeofsome30 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingnewwords,phrasesandpatternsoccurringinthemodel,eitherduringoraftertheanalysis.TheauthortakethreestepstogivethewritingtrainingaccordingtotheprocessandframeworkofTBLTwithaseriesoftaskswhicharepre-writingtask,while-writingtaskandpost-writingtask.Inthefirststageofpre-writingtask,theteacherchoseawritingtopicandaskedthestudentssomequestionsrelatedtothetopictoarousethestudents‟interestintheclass.Thentheteacherintroducedthetopictothestudentsaswellasclearinstructionsonwhattheyaresupposedtodoonthisstageandthiswillhelptoencouragethestudentsrecallusefulinformationlikewordsadexpressionswhichwillbehelpfulinthenextstage.Theteacheralsogiveaclearmodelintheformofrecordofpeopledoingthesametask,whichwillhelpthesubjectsunderstandingwhattheyareexpectedtododuringthisperiod.Whattheteachershoulddoistoactivatethestudentsknowledgethatisrelatedtothetopicandstimulatethestudents‟writingmotivationultimately.Teacherscanrealizethisbyshowingpictures,shortvideosorevendoingthetaskhim/herself.Theteachercanalsoletthesubjectstelltheexperiencerelatedtothetopicoftheirowntomakethemmotivatedandinterestedinthewriting,meanwhilethiscanalsohelpmakethestudentsmoreconfidentintheirwritingorevenintheirlife.Itisknownthatinterestandmotivationarethebestteacherinourlearning.Itwillbeeasierforthestudentstoovercomeobstaclesiftheyareeagertolearn.Inthisperiod,enoughtimeshouldbegiventothestudentsforthemtofinishthewritingtaskandthinkaboutwhattheyhavewrittenthoroughlytomakesurethattheyareexpressingtheirowninnerfeelingfrankly.Meanwhile,theyhavediscussionswiththeirgroupmembers,whichishelpfulforthemtofinishthetaskindependently.Theteacherhimselfcanalsohavediscussionsaboutthetopicwiththestudentstomakethemunderstanditmoreclearly.Inthisstage,thestudentsarethemastersoftheirlearningwhiletheteacherisjustaguider.Thewhile-writingtaskisthetaskcyclethatisaveryimportantprocessinwhichthestudentsshouldhavediscussionsingroupstoexchangetheirideasandviews.Afterthepre-taskstageofinducedconception,thestudentshavedifferentviewsandeachgroupmemberisrequiredtointroducehisownideastotheothergroupmembers,afterwhichtheycandiscusswitheachotherandcomeupwithaproposalandtrytoimproveit.Duringthisperiod,theteacherplaystheroleofobserverandimprover31 青海师范大学硕士学位论文walkingaroundtheclassroomtogiveguidanceandhelptothestudentswhohavedifficultyintheirfinishingthetaskifnecessaryandencouragingthestudentstocommunicateinEnglishbutnotpayingmuchattentiontothelanguageaccuracy.ThemostimportantgoalofthisstageistoencouragethestudentstrytospeakEnglishfluently.Thensomestudentswillbeaskedtoreporttheirviewstothewholeclass.Thistimeattentionshouldbepaidtonotonlyfluencybutalsoaccuracy,sogroupmembersareworkingtogethertoarrangetheirviewsinfluentandaccuratelanguage.Teamleadersshouldorganizethewholememberstoberesponsiblefordifferentpartslikedrafting,modificationandreporting.Atthesametime,theteachershouldwalkaroundandobservethestudents‟achievement,givingthemnecessarysuggestionsabouttheirlanguageexpressionsandhelpingthemrevisingthemistakesoftheirexpression.Thentheycheckedtheircontentunit,languageaccuracy,coherence,patternstructure,wordspellingandgrammarstructureandencouragedthemtousemorecomplexgrammarstructuresandadvancedvocabulary.ThencomestheLanguageFocusStage,whichisalsocalledpost-writingtaskinthispaperbecauseitisareflectionandconsolidationofthepre-writingandwhile-writingstage.Inthisstage,thestudentsaredirectedtoreflectupontheirperformanceintermsofanalysisandpractice.Themainpurposeofthisstageistoevaluatethestudentswritingindifferentwaystohelpthemmodifytheirarticles.Peerassessmentisconductedfirst,inwhichprocessthestudentsworkingroups,exchangingtheirdraftcompositionandcorrectingthemistakesofothersingrammar,wordchoicesorevenspelling.Thiscanhelpthestudentslearnfromeachotherthusimprovingtheircooperativelearningability.Afterpeerassessment,therearestillsomeerrorsbecauseoftherealfoundationofthestudents.Therefore,theauthorcollectsthestudentsarticles,checkingcarefullyandgivingactiveevaluationonthestudentsachievementsobjectivelyandjustly.Forexample,evenifsomestudentswritefewerwords,theirlanguageisprettygood,whilesomestudents‟havedifficultiesingrammarbuttheircompositionsareingoodcohesion.Afterthechecking,theteacherhandoutthecompositionstothestudentsagainandshowthemodelessay,analyzingthepassageandshowingthemthegoodpointsanddelicatewritingskills.Theteachershouldalsoanalyzethelinguisticfeaturesofthemodelessay,guidingthemtofinthewritingstrategiesusedinthemodelessay.Aftertheanalysisofthemodeleasy,thestudentsarerequiredtoreadthemodeleasytogetherandrewritetheirowncompositionafterclass.ThestudentsarealsogiventheHenancollegeentranceexaminationEnglish32 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingwritingscoringrules(seeAppendixI),whichcanhelpinstructingthemmarkingtheirowncompositions.Thisprocessgivethestudentsopportunitytowitnesstheirownwritinggrowthandgettingthehappinessofsuccess.3.4.3Post-testandPost-questionnaireAfterasixmonthsexperiment,theauthortakethefinalexamoftheschoolasthethpost-test.ItisconductedattheendofthesemesteronFebruary92018.Thestudentsarearrangedrandomlybythecomputersystemandsoarethemonitorteachers.Aftertheexam,allthepapersarecollectedtogetherandscannedintoacomputersystem.TheEnglishteachersofthewholegrademarkedthepaperstogetherintheofficethroughthecomputerswithoutknowingwhosepaperstheyareandtomaketheresultfair,eachpaperismarkedthreetimesandtheaveragescoresareadoptedasthefinalscores.Apost-questionnaireisalsoconductedtotheexperimentalclassandtheresultiscomparedtotheresultofthepre-questionnairetoseethedifferencesofthestudents‟attitudesandmotivationbeforeandaftertheTBLTtraining.3.4.4ASampleLessonInordertoshowthereaderaclearpictureoftheconcreteoperationofTBLTinEnglishwriting,theauthorgiveadesignofalesson,whichhasbeencarriedoutintheexperimentalclass.Whileinthecontrolclass,atraditionalteachingmethodisusedtogiveonthesametopic.Thefollowingisawritingtopicforoneofthelessons.你周围有一些同学上高中后与父母沟通少了，甚至经常与父母就一些事情争吵。请你根据这一情况给学校英语网站的”HappyFamily“栏目写一篇英语短文，内容包括：1.对这一现象的原因进行分析；2.你认为应该如何对待父母的意见。注意：1.词数150左右；2.可适当增加细节，以使行文连冠。33 青海师范大学硕士学位论文ATeachingPlanofWriting你周围有一些同学上高中后与父母沟通少了，甚至经常与父母就一些事情争吵。请你根据这一情况给学校英语网站的“HappyFamily”栏目写一篇英语短文，内容包括：1.对这一现象的原因进行分析；TeachingContent2.你认为应该如何对待父母的意见。注意：1.词数150左右；2.可适当增加细节，以使行文连贯。KnowledgeObjectives:Afterthisclass,thestudentsareableTeachingObjectives:towriteanarticleaboutthegiventopic,usingsomenewwordsandexpressionstodescribetheirownfeeling,expresstheirviewsinaccuratesentencesandusecorrectgrammartomakesentences.AbilityObjectives:Aftertheclass,thestudentsareabletoanalyzethephenomenontheyseeontheirown.EmotionalObjectives:Aftertheclass,studentsareabletocommunicatewiththeirparentsandgiveadviceonsuchproblems.TeachingImportantPoints:TohelpthestudentsformtheirTeachingImportantownviewsonexpressingtheirfeelingsandideas.pointsandDifficultTeachingDifficultPoints:TowriteacompositionunderthePointsinstructionsandaddtheirownideasintoit.TeachingMethodTask-basedLanguageTeachingandCooperativeLearningTeachingToolsThemultimediaandtheblackboard34 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingPre-taskPhase:Itreferstotheintroductiontotopicandtasks.Step1:Leadin.TellthemsomethingaboutmeandmyparentswhenIwasahighschoolstudent,andaskstudentsTeachingProcedureshowtherelationshipisbetweentheyandtheirparents.Step2:Givethemthewritingassignmentandaskthemtohaveabrainstorm,thinkingofandwritedownallwordsandexpressionstodescribetherelationshipbetweenthemandtheirparents.Meanwhiletheteachershowssomeusefulnewwordsandexpressionsrelatedtothecomposition.Step3:Givethestudentsthemainpointsandrequirementsofthewritingassignment.Theteachermustletthestudentsknowthetopicofthecompositionandtellthemtheobjectivesofthetask.Thenthestudentshaveadiscussionwiththeirgroupmembersonthetopictofinishthetask.Eachgroupshouldreachaconclusionandwritedowntheirideas.Meanwhile,theteachermakesasupplementaryontheirdiscussion.Thestudentsmayfindsomeusefulwordsandexpressionsallbythemselvesratherthantaughtbytheteacher.Theyrecalltherelatedwords,phrases,andexpressionsandtheninducetoknowsomethingnew.Theteacherwritestheanswersofthestudentsontheblackboardaccordingtotheirreport.Thiscanalsostimulatethestudents‟interestandwritingmotivation.Thestudentsaresoactivethatthewritingpreparationisfullymadeforthenexttask.Step4:Thestudentsareingroupsofeightandtheyhaveadiscussiononthewritingtopic.Thentheycomeupwiththeirownviews.Thistaskisdesignedtohelpthemunderstandthecontentofthewriting.Theywritedowntheirdiscussionresultsinamorefluentwayaccordingtotheircooperativelearningandtheyaremotivatedgreatlyandtheyarereadytoexpressthemselves.Step5:Thestudentsarerequiredtoexchangetheirideas,findingmorewordsandexpressionsusefulintheirwriting.35 青海师范大学硕士学位论文Thestudentscanexpresstheirownviewonthewritingtopicduringthisprocess.While-writingPhase:Step6:PreparationPreparationisanecessaryfactorforthestudentstofinishthetasksuccessfully.Becausetheyarerequiredtoreporttheirdiscussionresult,theyneedtocooperatewitheachotherintheirgroups,exchangingtheirideasandfinallydrawupanoutlineoftheirreportfortheirpresentationinfrontofthegroupmembers.Theteachermaygivesomeadvicetothemtoimprovetheirlanguageexpressioniftheyneed.Thereporterofeachgroupmaywritedownthedifficultpointssothattheycanhaveadiscussiontomakesureoftheexactusageintherealcommunicativeactivities,ortheycanturntotheteacherordictionaryforhelp.Finally,thestudentsineachgroupchecktheirreportoutline.Step7:Theteachergivesthetasktorevisetheoutlineofthereport,adjustingittobemorecohesiveandlogicalinclass.Step8:Thestudentsareaskedtolistusefulwordsandphrasestodescribethekeypointsoftheirviews.Theyshouldtrytheirbesttolistasmanysuitableexpressionsaspossible.Duringthisphase,theycanhavediscussionswiththeirgroupmembersandhelpeachothertocarryoutthetask.Thistaskisdesignedtohelpthestudentsknowhowtowriteacomposition,sotheteacher‟ssupervisionisverynecessary.Meanwhile,theteacheralsoservesasanobserver,supervisingthatallthestudentsarecommunicatinginthetargetlanguage.Iftheyhaveanydifficultyintheircommunication,theteachercanhelpfindingreasonsandencouragethemgoonwiththecommutations.Step9:Thestudentsareaskedtodrawadraftbasedontheprevioustasks.Thestudentsbegintowritetheircompositionsaccordingtotheiroutlinesandtheirprevious36 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingdiscussion.Nowtheircompositions‟firstdraftscomeout.Step10:Whenthestudentsfinishtheirfirstdraft,theyareaskedtoreadtheircompositionanddosomerevisionsifitisnecessary.Step11:Aftertheyrevisedtheirowncompositions,thestudentsareaskedtoexchangetheirdraftswitheachotherinthegroupandmakesomenecessaryrevisionsfortheirgroupmembers.Post-writingPhase:Step12:Duringthisphase,thestudentsareaskedtochoosearepresentativefromtheirgrouptomakeareportoftheirwriting,meanwhiletheotherstakenotesofthereport.Afterthereport,theothergroupmembersmakecommentsaccordingtotheirnotes.Theteacheralsotakesnotesoftheerrors,butthestudentsshouldnotbedisturbedevenwhentheyhavesomemistakes.Step13:Thistaskfocusesonthelanguageuseofthestudents,analyzingtheusefulwords,phrasesandcomplexsentencepatterns.Theteachercorrectstheerrorsrecordedwhentherepresentativesgivetheirreport,andthenaskthestudentstoreadtheirwritingagainandmarktheimportantwordsandexpressions.Theteachermakesasummaryofthelanguageandhelpsthestudentscorrecttheinaccurateandunsuitablelanguagepointsappearinginthereport.Throughthistask,thestudentsarealsoguidedtoinducenewlanguageformsandexpressions.Step14:Thestudents‟articlesaregatheredandtheteacherchecksthemandgivesbacktothestudents.Theteachergivethestudentshis/hercommentafterthestudentsmakefurtherrevision.Thistaskisveryimportantbecausetheteachers‟feedbackisoneofthemostimportantmotivationtodevelopthestudents‟writingproficiency.Withoutproperevaluation,thestudents‟writingabilitycannotbeimproved.Step15:Theteachergivesthemodelessayononeside37 青海师范大学硕士学位论文ofthescreenandputsomeofthestudents‟compositionontheotherside.Theteacheranalyzesalltheessaysandinthiswaytellthestudentshowtowriteandcheckacomposition.Amodelessay:Afterweenteredhighschool,wefindourselvesbusierwithourstudies.Asaresult,wehavelesstimetoexchangeideawithourparents.Therefore,itiseasyforustohavedifferentviewsonsomematters.Someofusevenquarrelwithourparentsfromtimetotime.Itistruethatwehavegrownupandcanthinkindependently.Wealsohavethepressuretodowellinschoolworkandwejustwanttobealone,however,thesecannotbetheexcusesforourlackofpatiencetolistentoourparents‟advice.Whatwemustdoisrespectourparentsandpayattentiontowhattheysay.Ontheonehand,theyhavedeepunderstandingoflifeandtheiropinionsareofgreatvaluetous.Ontheotherhand,itisagoodwaytokeepagoodrelationshipwithourparents.Step16:Thestudentsareaskedtoreadthemodelessaytogetherandrewritetheirowncompositions,checkingthemaccordingtotherulesofwritingandgivethemselvesamark.ThisclassisawritingteachingclassabouttherelationshipTeachingReflectionbetweenthestudentsandtheirparents.Itisatopicthatiscloselyrelatedtothestudents‟life,thereforetheyhavetheirownopinionsaboutthistopicandeverystudenthassomethingtosayinthisclass.Theteacherhasdesignedaseriesoftasksforthestudentsaroundthistopicandguidesthemtofinishthetasksinclass.Allthestudentsareencouragedtoparticipateinthetaskcompletingactivitiessothateveryonecanbereadyforthewriting.InthisTBLTclass,thestudentsaredoingdifferentkindsoftasksandtheyalsohavegroupdiscussionwiththeirgroupmembersandthisnaturallycultivatethestudents‟spiritofcooperationwiththe38 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingothers.Inthislesson,theapplicationofTBLThelpsthestudentsovercomethefearofwriting.Theywereleadintotheclassnaturallybythetaskscarefullydesignedbytheteacher.Andtheirpreparationforwritingisnaturallymadeduringthediscussionsingroups.Inthetraditionalwritingclass,thestudentsusuallyfeelboredandmostofthetimetheyfeelthattheydonotknowwhattowrite,thustheyloseinterestinEnglishwriting.AfterthisTBLTclass,thestudents‟interestinEnglishwritinghasalsobeenarousedandpromoted.Theyarewillingtohavewritingclassesandparticipateintheactivitiesactively.However,becauseofthelargenumberofthestudentsintheexperimentalclass,noteverystudenthasachancetogivehisorherpresentation.Meanwhile,somestudentswerediscussingintheirnativelanguageinsteadofEnglishinthediscussionandthisbehaviorinevitablyleadstoatranslationfromChineseintoEnglish,whichwillreducethepositiveeffectoftheTBLTintheclass.39 青海师范大学硕士学位论文Chapter4ResultsandDiscussion4.1DataAnalysisofQuestionnaireAtthebeginningoftheexperiment,theauthorconductedaquestionnaireinboththeexperimentalclassandthecontrolclass.Aftertheexperiment,anotherquestionnaireisconducted.Inthispart,theauthorwillanalyzeboththeresultsofthepre-questionnaireandthepost-questionnaire.4.1.1AnalysisofStatisticsofthePre-questionnaireInthepre-questionnaire,thereare12questions,whicharedesignedtogetsomebackgroundinformationofthestudents‟writingsituationandstrategiessuchastheirplanningbeforewritingandtheirrevisingaftertheirwriting.Questionsarealsodesignedtoobtainthestudents‟attitudetowardsEnglishwritingandEnglishwritingclasses.Theauthorcollectedqualitativedatatoanalyzeandtrytofindwhetherthereisachangeintheaspectsofthequestionsmentionedafterthefivemonths‟experiment.Thequestionscontainedinthepre-questionnairecanbedividedintotwoparts:questionsforthestudentswritinghabitsandwritingstrategies(Q1,2,3,4,5,6)andquestionsforthestudentsattitudestowardstheirEnglishwritingteaching(Q7,8,9,10,11,12).Thefollowingtableisthedatacollectedfromthepre-questionnaire:Table4-1:DatafromthePre-questionnaireSAANDSDQ15%8%14%22%51%Q23%3%15%46%33%Q37%10%8%22%53%Q45%5%13%29%48%Q537%45%7%7%4%Q67%4%8%31%50%Q737%45%9%6%3%Q838%50%5%3%4%Q936%19%9%12%24%40 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingQ1041%36%8%5%10%Q1138%42%8%3%9%Q1232%46%7%6%9%Thefirstsixquestionsinthepre-questionnaireareabouttheattitudeandwritinghabitofthestudentsinboththecontrolclassandtheexperimentalclass.FromthetableabovewecanseethatthestudentsareholdingdifferentviewsonEnglishwritingandEnglishwritingclass.FromtheiranswerstoQ1,wecanseethatonly5%ofthestudentsshowgreatinterestinEnglishwritingwhile51%choosestronglydisagreewhichmeansthatmostofthestudentsdon‟tlikeEnglishwritingatall.22%don‟tagreethattheylikewritingEnglishcompositionwhilethepercentageofthestudentswhoagreetothisstatementisonly8%.ThisimpliesthatveryfewstudentslikewritingEnglishcompositionbeforetheexperiment.Fromtheanswersofthestudentstothesecondquestion,wefindthatonly6%ofthesubjectareinterestedinthewritingtopicgivenbytheteacherwhile46%choosedisagreeand33%choosestronglydisagree,whichsuggeststhatthestudentsarenotmotivatedbythewritingtopicgivenbytheteacher,oreventheyrejectthewritingtopic.Soitisunderstandableoftheanswertothethirdquestionthat53%ofthestudentsstronglydisagreethattheyareverysatisfiedwithwhattheywriteand22%disagreewiththisstatementwhilethetotalpercentageofstronglyagreeandagreeis17%.Asfortheforthquestion,48%ofthestudentschoosestronglydisagreeand29%choosedisagree,whichshowsthatmostofthemarenotconfidentinwritingEnglishcompositionandthisnaturallyleadinpoorwritingresults.Theycannotwriteagoodcompositiononlyiftheybelievetheycanfirst.Butonly5%haveastrongconfidenceintheirwritingproficiencyandanother5%havetheconfidencebutnotverystrong.Soitisnotstrangethat37%choosestronglyagreeand45%chooseagreewhentheyanswerthefifthquestion.ItisnaturalforthemtofinditdifficulttowriteEnglishcompositionbecausetheyarenotinterestedinthewritingtopicandtheylacktheconfidencetowriteinEnglish.31%ofthestudentsdisagreethatwritingisbeneficialintheirEnglishlearningand50%stronglydisagreewiththisstatement,whichsuggeststhatmostofthestudentsarenotawareoftheimportanceofwritinginEnglishlearning.Butaccordingtothepreviousresearch,writingisaveryimportantpartofEnglishlearning.37%ofthesubjectsstronglyagreethatthewritingpartisthemostdifficultpartintheEnglishtestand45%ofthesubjectsalsoagreewiththisstatement,whileonly3%stronglydisagreewithitand6%disagreewithit.ThismeansthattheEnglish41 青海师范大学硕士学位论文writingteachingisurgenttobeimprovedandmuchmoreattentionneedtobepaidtothispartandamoreeffectivemethodneedtobeappliedtoEnglishwritingteaching.Becauseoftheaboveexperienceandattitudeofthestudents,theirnotenjoyingattendingwritingclassesiseasytobeunderstood.Justlikethestudentschoiceofquestion8,38%stronglyagreethattheydon‟tlikeattendingwritingclassesand50%agreethattheydon‟tlikeattendingwritingclasses,whileonly3%and4%don‟tagreeorstronglydon‟tagreewiththestatement.36%ofthestudentsstronglyagreethattheyarenervousaboutwritingand19%agreethattheyarenervousaboutwriting.Whileonly24%stronglydon‟tagreethattheyarenervousinEnglishwritingclass,whichmeansthatmostofthestudentscannotexpressthemselveswellinthewritingclassbecauseoftheirtension.Thereare41%ofthestudentsstronglyagreeingthattheyneverseemtobeabletoclearlywritedowntheirideasinthewritingclassand36%agreeingwiththisstatement,thatistosay,mostofthestudentscannotexpresswhattheyarethinkingaboutclearlywhentheywriteanEnglishcomposition.Therefore,itisnotstrangethattheycannotgethighmarksintheexam.Although,therequirementsaregivenclearlyandmostofthetimethebeginningofthecompositionisalsogiven,mostofthestudents(38%+42%)stillfeelthattheyalwayshavenothingtowritewhentheyareaskedtowriteacomposition.However,32%ofthestudentsstronglyagreethattheteachers‟teachingapproachaffectstheirwritinginterestand46%ofthestudentsagreewiththisview,too.Therefore,thisgivestheauthormotivationandconfidencetodotheexperimenttotesttheeffectofTBLT.4.1.2AnalysisofStatisticsofthePost-questionnaireTherearealso12questionscontainedinthepost-questionnaire,throughwhichtheauthorwantstoknowtheattitudetowardsEnglishwritingofthesubjectsaswellastheiropinions,attitudeandcommentsontheTBLTtheauthorconductedduringthewholeexperimentperiod.Table4-2:DatafromthePost-questionnaireSAANDSDQ162%25%8%3%2%Q258%30%4%5%3%Q354%31%6%4%5%Q450%35%5%6%4%Q542%44%6%4%4%Q650%35%5%6%4%42 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingQ744%46%3%2%5%Q856%35%3%2%4%Q946%43%5%4%2%Q1047%44%6%1%2%Q1138%51%7%3%1%Q1243%47%4%5%1%AftertheconductofTBLTonthestudents‟trainingofEnglishwriting,theauthorfindgreatchangeonthestudents‟attitudeandopinionsonEnglishwritingandtheyalsogetalotofknowledgeaboutTBLT.Fromthetableabove,authorfindsthat62%stronglyagreethattheywritemorethanbeforeand25%alsoagreewiththisstatement,whichshowsthatTBLThasgreatlyimprovedthestudents‟writingenthusiasmandmakethemmorewillingtowriteinEnglish.Only2%ofthestudentsstronglydisagreewiththefirststatementandtheysaythattheyevendon‟tlikelearningEnglishatallbecausetheycannotrecognizeevenonewordwhentheyreadEnglishessays.Meanwhile,morethan85%ofthestudentsstatethattheywritebetterthanbefore,whichmeansthatthisteachingmethodhasimprovedtheirwritingabilityatthesametime.Therefore,itisnotstrangeatalltofindfromthetableabovethat54%ofthestudentsstronglyagreethattheylikethiskindofwritingclassand31%ofthemalsoagreewiththisstatement.ThismeansthattheapplicationofTBLTinEnglishteachingwritingiswelcomedbymostofthestudentsintheexperimentandmostofthemshowpositiveattitudetothisteachingmethodandparticipateintheprocessactively.Intheexperiment,theauthordesignsthetaskscloselywiththestudents‟dailylifeinordertomakeeverystudenthavesomethingtosay.Fromresultofthefourthquestion,wecangetaconclusionthatitiseffectivebecause50%ofthesubjectsstronglyagreewiththestatementthatIlovewritingtasksconnectedwithmydailylifeand35%agreewithitwhileonly4%ofthemstronglydisagreewithit.Mostofthemstatethattheyhavealotsaywhentheyareaskedtodothetasksconnectedtotheirdailylife,whichisobviouslydifferentfrombeforewhentheyaregivenatopictheydon‟tknowwheretobeginandhowtobegintowrite.TheystatethattheTBLTmethodhelpsthemknowclearwhattowriteandhowtowriteandthisisveryhelpfulfortheirEnglishwriting.Thisalsomakethemmorepositivetofindmaterialsthroughpossiblemediasandwaystobeforeandduringtheirwritingwhenfinishingthewritingtasks.Sothereare44%and42%ofthesubjectschoosingstronglyagreeandagreewhendoingthefifthstatementwhileonly8%choosingdisagreeorstronglydisagreeperhapsbecausetheyhavedifficultyinpreparing.Anyhow,mostofthembecomemoreactiveinthetaskactivitiesandwillingtotakepartinthetasks.Thereare50%and35%ofthesubjectschoosingstronglyagreeandagreewhendoingthesixthstatementthatIamveryactiveineverytaskactivity.Thisshowsthattheyhave43 青海师范大学硕士学位论文theconfidenceandtolearnEnglishwritingandthemajorityofthestudentswouldliketoprepareforEnglishwritingwithgreatwillingness.Theybegintoformthegoodhabitofdoingsomepre-writingworkandpayingattentiontothelanguagecohesionandsentencestructures.Intheexperiment,theauthorchooserealistictasksasthehomeworkforthesubjects,andtofinishallthetasks,thesubjectsarerequiredtouseEnglish,whichthereforewillgreatlyinspirethestudents‟motivationandinterestoflearningEnglish.Soitisnaturalthat44%and46%ofthesubjectschoosestronglyagreeandagreeonthestatementsthatmyfavoritehomeworkistofinishsomerealistictasksbyusingEnglishwhileonly2%and5%disagreeorstronglydisagreewiththisstatement.Thisshowsthatthestudents‟attitudetowardslearningEnglishhaschangedgreatly.Formanystudents,theprocessofwritingisboringanddifficult.However,fromtheresultofthepost-questionnaire,itiseasytofindthat56%and35%ofthesubjectsstatethattheystronglyagreeoragreewiththestatementwritingprocessisveryinteresting.Meanwhile,46%ofthesubjectsstronglyagreethattheyareabletofinishapieceofwritingbythemselvesand43%ofthemagreewiththestatement,too.Asforthetenthstatement,47%stronglyagreethattheyfindtheothers‟adviceusefulinhelpingtheirwritingand44%ofthesubjectsalsoagreewiththisstatement.Whileonly3%disagreeorstronglydisagreewithit.Thisshowsthatgroupworkdidoffertheparticipantssomeopportunitiestogrammaticalinputandtonegotiatethemessage,providingthemwithmanyopportunitiestopracticeusingEnglishandreceivefeedbackontheircommunicativeeffectiveness.Theobviousadvantagetothestudentswhoengagedinapeerorgrouptaskwastheopportunityforfarmoretargetlanguagepracticetimethanthatisavailableinteacher-directedactivities.Mostofthesubjectsstatedthattheyreceivedusefulsuggestionwhilewritingfromtheirpartners.Theydidfeelitusefultoreceiveothers'andtheirteacher'sadviceandcommentontheirwriting.Whenaskedwhethertheyareconsidercommunicativeaimwhilewriting,mostofthemsaythattheybegintorealizetheimportanceofwritingforcommunication.Seeingfromthetable,wecanmakeaconclusionthatthestudentsbegintowritetheiropinionsonrealusefulsubjectsrelatedtotheirrealisticlifeasitisplanned.Meanwhiletheyarewillingtoexpresstheirrealthoughttocommunicatewithothers，whichhasgreatlyimprovedtheirwritingability.Intheexperiment,thesubjects‟confidenceisalsogreatlyimproved,whichcanthbeseenfromtheresultofthe11question,ofwhich38%choosestronglyagreeand51%chooseagree,whichmeansthatmostofthemhastheconfidencetopresenttheirworkinfrontoftheirclassmates.Theyfeelcomfortablewhentheydotheirpresentationwhileonly4%thinkthatthismakelittledifference.WhenwecometothelaststatementthatIthinkthismethodisofgreathelpformywritingability,theauthorfindthat43%and47%ofthesubjectchoosestronglyagreeoragreewhileonly5%and1%choosedisagreeorstronglydisagree,from44 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingwhichwecangetaconclusionthattheTBLThasaffectedthestudents‟Englishwritingattitudealotandhelpthemfindanewwayoflearning.Byanalyzingtheresultofthepost-questionnaire,theauthorfoundthesubjects'opinionsandideasabouttheteachingandlearningoftask-basedlanguageteaching.4.1.3ComparisonoftheTwoResultsMakingacomparisonbetweentheresultsofthetwoquestionnaires,theresearchercanfindthechangeofthestudents'attitudeandmotivationaboutEnglishwritingteachingandlearning.Mostofthempreferredthenewapproachandconsideredithelpfulwiththeirwriting.TheauthorfindthatthenumberofthestudentswhothinktheywritemoreandbetterareincreasingandalsotheyhavemuchmoreinterestandconfidenceintheirwritingafterthetrainingofTBLT.TheyaremoreandmoreactiveinthewritingclassactivitiesandfindthewritingprocessismuchmoreinterestingthanbeforetheTBLTtraining.TheycanwritebetterwiththehelpoftheTBLTespeciallyaftertheycommunicatewiththeirpartnersandfinishallthetasks.Theybelievethatthenewteachingmethodishelpfulfortheirwriting.Fromthetablesoftheresultsofthetwoquestionnaires,theauthorfindthattheexperimentdoesmakedifferenceinchangingthestudentsattitudeandmotivationofthestudents.4.2DataAnalysisofTestsDuringtheexperiment,theauthorusetheTBLTintheexperimentalclass(class11)andinthecontrolclass(class12),traditionalmethodisused.Beforetheexperiment,theauthortakethebeginningtestoftheschoolasthepre-test,andaftertheexam,theauthorpickedoutthemarksofthetwoclasses,selectingoutthemarksofthewritingpartandanalyzingthestatisticoftheexperimentalclassandthecontrolclassaswellascomparingtheaveragescoresandthesegmentsofthescores.Aftertheexperiment,anexamisalsogiventobothoftheexperimentalclassadthecontrolclass.TheauthorcollectsthescoresfordataanalysistocomparetheresultsofthetwotestsandtrytofindthedifferencebecausetheauthorcaredalotintheexperimentwhethertheTBLTmethodishelpfultoimprovethestudents‟writingcompetence.45 青海师范大学硕士学位论文4.2.1AnalysisofStatisticsofthePre-testTheauthordesignedthepre-testtofindwhetherthestudentsintheexperimentalclassandthecontrolclasshavethesameEnglishproficiency,especiallytheirproficiencyofwritinginEnglish.Theresultofthepre-testispresentedasfollows:Table4-3ComparisonofthePre-testScoresbetweenECandCCClassExperimentalClassControlClassTotalNumber8080Mean14.9215.05ItemNumberRatio(%)NumberRatio(%)0-545%56.25%6-101417.5%1316.25%11-154050%3948.75%16-201721.25%1620%21-2556.25%78.75%Theauthorgetthefollowingfindingsfromtable4-1:Firstofall,themeanofboththeexperimentalclassandthecontrolclasshaveverylittledifference.Themeanofthecontrolclassis15.05whilethemeanoftheexperimentalclassis14.92,andwecansaythattheyareveryclosetoeachother.Secondly,thedistributionofeachsegmentinbothofthetwoclassesarealmostthesame,andfromthisperspectivewecansaythereisnoobviousdifferencebetweenthetwoclasses.Theresultofthepre-testshowsthatthereisnogreatdifferencebetweentheexperimentalclassandthecontrolclassandthestudents‟Englishwritingcompetenceismoreorlessthesameinthetwoclasses,whichmeansthattheauthor‟sexperimentisfeasibleandtheresultoftheexperimentismeaningful.46 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeaching4.2.2AnalysisofStatisticsofthePost-test4.2.2Analysisofstatisticsofthepost-testTable4-4ComparisonofPost-testScoresbetweenECandCCClassExperimentalClassControlClassTotalNumber8080Mean16.4815.71ItemNumberRatio(%)NumberRatio(%)0-522.5%67.5%6-1067.5%1721.25%11-153948.75%4050%16-202430%1113.75%21-25911.25%67.5%Fromtable4-2,theauthorfindthefollowingresults:Firstly,aftertheexperiment,themeanoftheexperimentalclassisalittlebithigherthanthatonthecontrolclass.Themeanoftheexperimentalclassis16.48whileitis15.71inthecontrolclass.Secondly,therearemorestudentswhosemarksareintherangeof21-25intheexperimentalclassandsoarethestudentswhosemarksareintherangeof16-20,whileinthecontrolclass,thenumberofthestudentswhosemarksareintherangeof16-20isverysmallanditisnobetterforthestudentswhosemarksareintherangeof21-25.Theresultofthepost-testshowsthatthewritingproficiencyoftheexperimentalclasshasbeenimprovedwhileitisnotinthecontrolclassalalthoughitisnotveryobvious.Therearereallydifferencebetweentheexperimentalclassandthecontrolclassaftertheauthor‟sexperiment.4.2.3ComparisonoftheTwoTestsTheauthormakesacomparisonofthepre-testresultandpost-testresultbetweentheexperimentalclassandthecontrolclasstofindoutwhethertheTBLTcanreallymakethestudentsoftheexperimentalclassgetimprovedintheirEnglishwritingproficiencyaftertheteachingexperiment.47 青海师范大学硕士学位论文Table4-5ComparisonofExamResultsbetweenthePre-testandthePost-testThedistributionofeachstageClassMeanMeanincreaseincrease0-56-1011-1516-2021-25ratioExperimental1.5610.46%ReduceReduceReduceIncreaseIncreaseClass28174Control0.664.39%IncreaseIncreaseIncreaseReduceReduceClass14151Seeingfromtable4-3,itiseasytofindthatthecompositionmeanscoresoftheexperimentalclassincreasedby1.56afterthewholesemesterofTBLTtraining,theratiois10.46%,whilethemeanscoresofthecontrolclassonlyincreasedby0.66andtheratiois4.39%.Fromthispart,theauthorfindthatthestudents‟averagewritingcompetenceintheexperimentalclasshasbeenimprovedmorethanthatinthecontrolclass.Aswiththechangeofthedistributionofeachstage,thedifferenceismuchmoreobvious.Fromthedataabove,itiseasytoseethatstudentsintheexperimentalclasshaveamuchbetterbehaviorthanthoseinthecontrolclassafterthetrainingofTBLTinEnglishwritingforawholesemester.Distributionofthehighermarksfrom16-20increasedby7and21-25increasedby4intheexperimentalclasswhileinthecontrolitdecreasedby5and1,whichcanbeattributedtothetrainingofTBLTintheexperimentalclass,duringwhichthestudentsaremoreactiveandmotivatedtoexpresstheiropinionsandcommunicatewitheachotherinEnglishandmeanwhiletheyhavemorecouragetofindsolutionswhentheyarefacingproblemsintheirwritingandtheyarewillingtocooperatewiththeotherstocompletethetasktogether.Mostofthestudentsintheexperimentalclassreflectthattheylovethetasksusedinthewritingclassbecausethetasksarecloselyrelatedtotheireverydaylifeandtheyknowwhattosayandhowtosaywhencompletingthetasksandthismakesthemmoreconfidentandwillingtoexpressthemselves.Meanwhile,theTBLTtrainingdoeshelpthemimprovetheirwritingabilityaswellastheirabilitycommunicatewiththeothersinEnglish.Theyalsoshowgreatinterestinthisteachingmethodfortheyfinitisamuchmoreflexiblewayofteachingbecauseitgivesthemmoreopportunity48 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingitexpressthemselvesandhelpthemexperiencesuccesswhensolvingproblemsallbythemselves.Fromtheanalysisabove,theauthorfindthatafterthewholesemester‟experiment,theperformanceoftheexperimentalclassisgreatlyimprovedandtheymakegreatprogressthanthestudentsinthecontrolclass.TBLTcaneffectivelycultivatethestudents,motivatestudents'writingenthusiasm,andimprovethestudents'writingcompetenceandwritinglevelonEnglishwritingteaching.Itcanalsofacilitatethestudents‟comprehensivelanguageproficiencyalthoughthefinalresultofthepost-testdoesnotshowverysignificantimprovement.Positivetendencycanbeseenfromtheexperimentthoughthetimeisnotlongenoughtomakethestudents‟writingproficiencycultivated.Thestudents‟writingfoundationhasbeenbuiltintheexperimentalclass,onwhichthestudent‟canestablishtheirwritingcompetencegradually.49 青海师范大学硕士学位论文Chapter5ConclusionInthischapter,theauthorwilldrawherconclusionaccordingtothepreviousexperimentanddataanalysis.Duringtheexperiment,theauthorhasmanyfindingsofwhichthemajorfindingswillbepresentedinthischapter.Meanwhile,theexperimentisconductedbytheauthortofinishhergraduatepaper,soitisunavoidablethattherearesomelimitationsduringtheprocessoftheresearchduetotheauthor‟sownabilityandsomesubjectiveaswellasobjectivereasons.Theauthorwilllistherlimitationsanddifficultiesinherresearch.Onthebasisofthisresearch,theauthorwillalsogivesomesuggestionforthefutureresearch.5.1MajorFindingsBasedonthewholeexperimentalresearchonthecontrolclassandtheexperimentalclass,theauthordrawsanconclusionthattheTBLTisbetterandmoreeffectiveinhigh--schoolEnglishwritingteachingtoimprovethestudentswritingproficiencyandenhancetheirmotivationinlearningEnglishthanthetraditionalteachingmethod.Duringthewholeexperiment,thestudentsintheexperimentalclasstakepartintheclassroomactivitieswithgreatenthusiasmandtheyalsotrywaystheycanfindtofinishthetasks.Theyshowgreatinteresttotheteachingtaskswhicharecloselyrelatedtotheireverydaylife.Althoughtheauthormeetssomedifficultiesandproblems,shehasmadesomediscoveries.Task-basedlanguageteachingmethodinEnglishwritingteachingintheexperimentcombinesteachingcloselywiththestudentslearning,andmeanwhile,itprovidesthestudentsopportunitiestocommunicatewiththeirclassmatesinthewholeprocessoflearning.Sothereisdramaticallychangeinthestudents‟attitudeandbeliefstowardsEnglishwriting.Underthetraining,studentsbecamemoreconfidentandproductivegraduallyintheirEnglishwritingpractice.Theprocessof"publishingandsharing"alsopromotedtheirwritingenthusiasmandability.Teacher'serrortreatmentalsoinfluencedstudents'attitudesandbeliefstowardswriting.Accordingtomostofthestudentsintheexperimentalclass,theTBLTisahelpfulandofbenefittoimprovetheirwritingabilityaswellastheircomprehensiveEnglishlevelespeciallytheircommunicativeability.Theyshowgreatinterestinthiswritingteachingpatternandcommunicatewiththeirpartnersactively.TheyviewthattheyarenotafraidofEnglishwritinganymoreandtheyhavesomethingtowriteand50 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingtheyowethistothecommunicationwhenfinishingthetasks.Inaword,theybelieveditaverygoodwaytotakepartinthetask-basedEnglishwritingactivitiesinTBLTwritingclass.Basedontheresearch,theauthorhasachievedthefollowingresult:Firstofall,itisveryimportanttohelpthestudentsrealizetheimportanceofwritingandmotivatetheirinterestinwriting.WeallknowthatthetraditionalwaytoteachEnglishwritingisusually“teacher-centered”anditisalwaysemphasizetheteachers‟teachingandignorethestudents‟ownlearningmotivationandlearningability,whichnaturallyleadtoabadresultthatthestudentsthinkitboringtolearnEnglishwritinganddifficulttwriteEnglishcompositionwhiletheteacherthingitineffectivetoteachEnglishwritingandthestudents‟alwaysmakethesamemistakesfromthebeginningtotheend.Therefore,thestudents‟writingenthusiasmiseasilytobedampenedandtheythinkEnglishwritingisnomorethanfinishtheteachers‟assessmentratherthanawaytocommunicatewiththeothers.Astimegoesby,thestudentsloosetheirinterestinEnglishwriting.Onthecontrary,theapplicationofTBLTinEnglishwritingteachinghelptheteachersguideandinspirethestudentswithdifferentkindsoftasksrelatedtothestudents‟life.Itnaturallycultivatethestudents‟initiativeandenthusiasminEnglishwritingandmakethemawarethatitisaprocessoflearningandcommunicationtowriteinEnglish.Secondly,theapplicationofTBLTinEnglishwritingteachingcanhelpimprovetherelationshipbetweenteachersandstudentsaswellastherelationshipamongthestudents.ThetraditionalEnglishwritingteachingmethodgivesthestudentsfewchancestocommunicatewiththeteachersandtheirclassmates,needlesstosaythattheycannotexpresstheirownopinionsandthoughts.Theteachersonlycorrecttheerrorsinthestudents‟composition.Therefore,thestudentsareafraidofEnglishwritinggraduallyfeelboredwiththewritingclassandtheyarenotwillingtocommunicatewiththeteachers.Ontheotherhand,theteachersplayasthejudgers,correctingtheerrorsandpointingouttheirmistakeswithouttellingwhyitiswrongandhowtoadjusttomaketheircompositionsbetter.Thiskindofteacher-studentrelationshipandtherelationshipamongthestudentslackvitalityandequivalenceandharmony.TheTBLTinEnglishwritingteachingcanhelpsolvethisproblembecauseitinspiresthestudentstoexpressthemselveswhentheyarefinishingthetasksandcommunicationsareindispensablenotonlywiththeirclassmatesbutalsowiththe51 青海师范大学硕士学位论文teachers,whichcaninturnhelpimprovetherelationshipbetweenthestudentsandteachersaswellasamongthestudents.ThethirdbenefitisthattheTBLTcanhelpimprovethequalityofthehighschoolEnglishteaching.WeallknowthatthetraditionalwritingteachingmethodpayattentiontothetransferofknowledgeonlyandignorethecultivationthestudentsabilityandinnovativespiritinproblemsolvingwhiletheapplicationofTBLTinEnglishwritingteachingcanmakeupforthisdeficiencyandmotivatethestudentsthinkindependentlyandcreatively,whichisourgoalofeducation.Thelastbutnotleastfindingintheauthor‟sresearchisthattheapplicationofTBLTinEnglishwritingteachingcanhelpreducetheteachers‟workload.Traditionalwritingteachingmethodbringplentyworktotheteachersonwhichtheteachersspendalotoftime.Theteachersareburiedinthemistakeslikespelling,grammar,etc.,whichmaketheworkofmarkingthestudents‟writingaveryheavytaskbutnoobviouseffect.TheTBLTmethodmakethestudentscorrecttheircompositionwithoneanother,whichnotonlyreducestheteachers‟workloadbutalsohelpthestudentsimprovetheirEnglishproficiency.What‟smore,theyteachersarefreedtofocusonsomethingdeeperonthestudents‟compositionlikethefeelinginthearticleandthegreatthoughtsandsoon.5.2ResearchLimitationsAlthoughtheauthorhasachievedalotofachievementswiththehelpofhersupervisorandherowneffort,researchlimitationsarestillinexistenceboththeoreticallyandpractically,whichcallsforcarefulconsiderationandprecisefurtherresearchtoreducetheshortcomingsofthisresearch.Tostartwith,thenumberofthesubjectsinthisexperimentisnotbigenough.Inthisexperiment,theauthorchoosetwoclassesofgradetwoinseniorhighschool,ineachofwhichthereare80students,therefore,thesampleisnotbigenough.Thedataandanalysisarefromthewholeratherthananalyzedfromtheindividuals.Becauseeachstudentshashisownfeatures,theresearchershouldadjustherteachingmethodtosuiteachofthestudents‟realneedandtomakeeverystudentgetthebesttraining.Secondly,theperiodoftheresearchisonlyseveralmonthsduringwhichonlymorethantenclassesoftrainingaregiven,whichmaketheresearchnotlongandeffectiveenoughtoprovetheauthor‟sresearchhypothesis.Asisknowntoall,itis52 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingnotaneasyjobtoimprovethestudents‟writingproficiency.Itusuallyneedsaverylongtimetohelpthestudentsmasterthewritingskillsandgettheaccumulationofthevocabulary,whicharethebasisofthewritingability.Therefore,thestudentsneedtobeexposedtotheteachingtrainingforalongertimetomaketheexperimentmorereliable.Thirdly,itissubjectivetomarkthestudents‟writing,whichmakesthestudents‟writingmarksnotveryobjectiveandequal.Therefore,theresearchresultslackobjectivityandtruthtosomedegree.Theremightbesomestudentswhosewritingabilityhasbeenimprovedandalsowritegoodcompositionsgettinglowermarksinthepost-testjustbecauseoftheirpoorhandwriting.Therefore,theresultofthisresearchisonlysuggestivefortheteachersandthefollowingresearchesandtherestillexistsomeproblemsandchallenges.Theauthorishopingtogetinstructionsandcriticismfromtheteachersandexperts.Fourthly,theauthorconductstheresearchintheformofquestionnaireandexaminationinthisexperiment.Althoughitisagoodtool,itcannotgetthesubjects‟reallanguageproficiencyineveryaspect.Itisreasonablethatsomestudentsdon‟tanswerthequestionnairehonestlyinordertopretendthattheyhavemadesomeprogressbecauseofthefalsepride.Meanwhile,itisverydifficulttoprovethestudents‟communicativeabilitythroughtestandquestionnaire,either.Theirstudymotivationandlearninginterestareverydifficulttoevaluated,too.Lastbutnotleast,theauthor‟sabilityislimited.Althoughshehasdonealotofliteraturereviewandreadingandgetalotofhelpfromhersupervisorandotherteachers,shestillmeetsalotofdifficulties.Anyhow,sheovercomeallhedifficultyandfinishestheexperiment,andfinallyfinishesherresearch.5.3SuggestionsforFutureResearchAsweallknowthatlanguagelearningisalongwaytogoanditisalsoaprocessofusingthelanguage.Therefore,inthisexperimenttheauthorrequiresallthestudentstofullyparticipateintheclassroomtasks,usingtheknowledgetheyhavealreadymasteredtosolvetheproblems,finishthetasksandfinallyachievethelearninggoals.Thestudentscommunicateandinteractwiththeirpartnersaswellastheteachers,throughwhichprocessthestudentsrefinetheirlanguageandimprovetheirabilitytocommunicatewiththeothersaswellasdeveloptheirownindependent53 青海师范大学硕士学位论文thinkingabilityintheinteractivecooperation.Inthisprocess,thestudentsaretheownersoftheirlearning.Inthisexperiment,theauthorgetssomeenlightenmentstotheEnglishwritingteachingfortheteachersandtheotherresearchers.Inthispart,theauthorwillgivesometheoreticalandpracticalimplicationstothefutureresearch.Accordingtotheauthor‟sresearch,theauthorgivesthefollowingpedagogicalsuggestionstothehighschoolEnglishteacherswhoarewillingtoapplyTBLTinheirEnglishwritingteaching.Firstofall,thehighschoolEnglishteachersshouldstudytheTBLTtheoriestoenhancetheirtheoreticalabilitytomanagetheTBLTclasses.IftheteachersknowclearlywhatTBLTisandwhatthefeaturesofTBLTareaswellastheTBLTusingprinciples,theycanapplythisteachingapproacheffectivelyintheirEnglishwritingteachingclass.Therefore,itisverynecessaryfortheteacherstogetfurtherstudyontheoriesrelatedtotaskbasedteachingapproach.Secondly,intheimplementationofTBLTinEnglishwritingteaching,theteachersshouldtakedifferentkindsoffactorsintoconsiderationbecauseeachstudenthashisorherownuniquesituationintheirstudymotivation,habit,andsoon.Therefore,therequirementofeachstudentisalsodifferent,towhichtheteachersshouldpayspecificattentionandtrytomeettheneedofeverystudent.Forexample,tothosewhoseEnglishisreallyweak,theteachersshouldgivemorehelptomakesurethattheycanfinishthetasksuccessfully,sothattheywillnotlooseheartinthefollowingstudy.Iftheyhavetoomuchdifficultyinthecommunicationandexpression,theywillhavenoconfidenceinfinishingthetaskandmightfinallygiveup,whichisthemostterribleresult.Thirdly,theteachersshouldreformtheirassessmentsystemandtransfertheirevaluationwhichpaytoomuchattentiononthestudents‟linguisticknowledgeintoaformthatpayattentiontothestudents‟feelingexpressionandproblemsolvingabilityinEnglish,thatistosay,thestudent‟studyarenotevaluatedonlyaccordingtothescorestheygetintheexambutalsothebehavioroftheireverydaystudy.OnlywhentheassessmentisreformedcanimplementationofTBLTreallybetrulyandfullycarriedout.Asforthefutureresearchers,theauthoralsohassomesuggestionsaccordingtoherownexperiment.Firstly,thenumberofthesamplecanbeenlarged.Inthefutureresearch,researcherscanchoosemorethanoneclassesastheexperimentalclassandmakethe54 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingleftthecontrolclasses.Alargenumberofthesamplecanmaketheresearchresultmorereliableanditcanalsoreducethesubjectiveness.Secondly,theresearchperiodcanbelengthenedforalongtimelikemorethanoneyearorso.Asweallknow,itisnotveryeasytoimproveaperson‟slanguageproficiencyinashorttime,soitiswiththestudents‟Englishwritingproficiency.Therefore,itisnecessarytolengthentheexperimentperiodtomakeitmoreeffectiveandconvincing.What‟smore,therearemoreotherfactorsthatinfluencethestudents‟writingproficiencysuchastheirvocabularyandtheirowndevelopmentoftheexpressability,whichonalotofthetimespentonthem.So,alongerperiodofexperimenttimeisverynecessary.Inoneword,itisnotaneasyjobtoconductanexperimentonateachingmethod.Therefore,itisstillalongwaytogofortheteachersaswellastheresearchers.55 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AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingAppendixI河南省高考英语书面表达评分准则第五档(很好);(21-25分)1.完全完成了试题规定的任务。2.覆盖所有内容要点。3.应用了较多的语法结构和词汇。4.语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致;具备较强的语言运用能力。5.有效地使用了语句间的连接成分，使全文结构紧凑。6.完全达到了预期的写作目的。第四档(好);(16-20分)1.完全完成了试题规定的任务。2.虽漏掉1,2个次重点，但覆盖所有主要内容。3.应用的语法结构和词汇能满足任务的要求。4.语法结构或词汇方面应用基本准确，些许错误主要是因尝试较复杂语法结构或词汇所致。5.应用简单的语句间的连接成分，使全文结构紧凑。6.达到了预期的写作目的。第三档(适当);(11-15分)1.基本完成了试题规定的任务。2.虽漏掉一些内容，但覆盖所有主要内容。3.应用的语法结构和词汇能满足任务的要求。4.有一些语法结构或词汇方面的错误，但不影响理解。5.应用简单的语句间的连接成分，使全文内容连贯。6.整体而言，基本达到了预期的写作目的。第二档(较差):(6-10分)1.未恰当完成试题规定的任务。2.漏掉或未描述清楚一些主要内容，写了一些无关内容。3.语法结构单调、词汇项目有限。4.有一些语法结构或词汇方面的错误，影响了对写作内容的理解。5.较少使用语句间的连接成分，内容缺少连贯性。6.信息未能清楚地传达给读者。第一档(差):(1-5分)59 青海师范大学硕士学位论文1.未完成试题规定的任务。2.明显遗漏主要内容，写了一些无关内容，原因可能是未理解试题要求。3.语法结构单调、词汇项目有限。4.较多语法结构或词汇方面的错误，影响对写作内容的理解。5.缺乏语句间的连接成分，内容不连贯。6.信息未能传达给读者。不得分:(0分)60 AResearchontheApplicationofTask-basedLanguageTeachingApproachinSeniorHighSchoolEnglishWritingTeachingAppendixIIQuestionnaireStatementsRelatedtoWritingAttitudesandBeliefsDearstudents,Belowareaseriesofstatementsaboutwritingattitudesandbeliefs.Therearenorightorwronganswerstothesestatements.Pleaseindicatehonestlythedegreetowhicheachstatementappliestoyou.(a)=stronglyagree(b)=agree(c)=neitheragreenordisagree(d)=disagree(e)=stronglydisagreeNO.Statementsabcde1IlikewritingEnglishcomposition.2Iaminterestedinthewritingtopicgivenbyteacher.3IamverysatisfiedwithwhatIwrote.4IamconfidentofwritingEnglishcomposition.5IfounditdifficulttowriteEnglishcomposition.6WritingisbeneficialtomeinEnglishlearning.7Inallitems，themostdifficultitemformeiswritingpart.8Idon'tlikeattendingwritingclasses.9Iamnervousaboutwriting.10Ineverseemtobeabletoclearlywritedownmyideas.11Whenbeginningtowrite,Ialwayshavenothingtowrite.12Teacher'steachingapproachaffectmywritinginterest.61 青海师范大学硕士学位论文AppendixIIIQuestionnaireStatementsRelatedtoWritingAttitudesandBeliefsDearstudents,Belowareaseriesofstatementsaboutwritingattitudesandbeliefs.Therearenorightorwronganswerstothesestatements.Pleaseindicatehonestlythedegreetowhicheachstatementappliestoyou.(a)=stronglyagree(b)=agree(c)=neitheragreenordisagree(d)=disagree(e)=stronglydisagreeNO.Statementsabcde1Iwritemorethanbefore.2Iwritebetterthanbefore.3Ilikethiskindofwritingclass.4Ilovewritingtasksconnectedwithmydailylife.5Iliketofindmaterialsfromeverypossiblemedia.6Iamveryactiveineverytaskactivity.Myfavoritehomeworkistofinishsomerealistictasksby7usingEnglish.8Writingprocessisveryinteresting.9Iamabletofinishapieceofwritingbymyself.10Ifindothers'adviceusefulinhelpingmewrite.IfeelcomfortablewhenIpresentmyworkbeforemy11classmates.12Ithinkthismethodisofgreathelpformywritingability.62