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Task-based Approach and Its Application in Motivating Student’s English Writing in Senior Middle School

Author: FuJunHui
Tutor: WuShiXiong
School: Fujian Normal University
Course: Subject Teaching
Keywords: task-based language teaching senior high school English writing learning motivation
CLC: G633.41
Type: Master's thesis
Year: 2009
Downloads: 131
Quote: 0
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Abstract


Writing is a extremely complex intellectual process, not only is it effected by the level of the language, but also by some other factors, especial learning motivation. According to Jakobovits, four major factors influence foreign language learning, that is, language aptitude(33%), motivation(33%), intelligence(20%) and others (14%). In second language acquisition, motivation has significant influence on the whole process and outcome of the foreign language learning. However, little research has been made to study EFL writing in senior high schools in China, still less into EFL writing and writing motivation. Besides, the current New English Curriculum Standards emphasizes the cultivation of students’ language competence under the Task-based Approach (TBA) and learning motivation, as one of emotion goals. Thus, it is necessary to do some research to explore the effectiveness of the use of TBA in writing teaching to arouse the learners’ motivation in senior high schools in China. The thesis analyzes theories of writing, the theoretical foundations of TBA, and theories of learning motivation, and proves that TBA can arouse English learners’ writing motivation. This thesis is mainly based on Willis’ framework, which is made up of three phases (pre-task, task cycle and language focus), to make a practical research by applying it to the teaching of EFL writing. This thesis involves both descriptive study and experimental study.During about 4 months’ experiment, the TBA was applied in the experimental class (EC), while traditional approach (3Ps) was used in the control class (CC). Data were collected through pre-tests, post-tests and two questionnaires, while other valuable information was acquired. From the published papers and interview. There was no obvious difference between writing motivation and writing levels of the two classes before the experiment, but after the experiment, the results showed that the positive attitude and learning motivation in the subjects of EC were much improved and these subjects had developed their writing competence. It’s believed that this research is of theoretical and practical significance for English writing teaching in senior middle school.

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