Abstract

 

Junior high school English writing, as one of the language output skills, can reflect the students’ comprehensive language application ability and cognitive ability. This paper investigates the current situation of English writing teaching in junior high schools, and based on the English curriculum standards for compulsory education (ECS) formulated by the ministry of education in 2011, it analyzes the causes of writing difficulties and problems in the process of applying traditional teaching methods from the perspective of teaching and learning. This empirical study also finds that the task-based teaching method helps to improve the teaching efficiency, teaching methods and teaching strategies, what’s more, it stimulates the enthusiasm of junior high school students in English writing to a certain extent. Therefore, the task-based teaching method in junior high school English teaching is not only important but also feasible.

 

Key words: English writing in middle school; writing teaching methods; task-based teaching method; ECS (2011).

 

 

Contents

中文摘要

Abstract

1.Introduction……………………………………………………………………1

2.Literature Review……………………………………………………...………2

2.1 Domestic and overseas researches on English writing.........................………...2

2.2 The theoretical basis of task-based teaching method..........................................3

2.3 The development and deficiency of TBLT in English writing......................…..5

3.Status Quo of Writing Teaching in Junior High School……………...……...6

3.1 The requirement of English writing ………………………..............…………..6

3.2 The situation of English writing ………..........……………........……...............8

3.3 The problem of English writing……………………......................……..……...9

3.4 The principles of TBLT……………………..…………..………...............…..10

3.5 Contrasts between TBLT and traditional teaching methods..............................11

4.Applications of TBLT in English writing in Junior High Schools…...…....12

4.1 Case study……………..................................................................................…12

4.2 The strategies in TBLT application...................................................................13

4.3 The role of teachers in TBLT application.........……....……..…................…...14

4.4 Difficulties in TBLT application …………….….....................................…….14

4.5 Solutions ...........................................................................................................15

5. Conclusion……………………………………………………………………..15

References…………………………………………………………………….......16