A Study on the Task-based Teaching in Reading for Writing Classes in Senior High School

Abstract Due to the long-term neglect and slow progress of English writing teaching, writing is regarded as one of the most difficult parts in English learning for senior high school students, which is also the dominating aspect of English teaching research。 Therefore, finding out efficient teaching approach and designing English writing class have become an important orientation for English educators in China。 Based on Krashen’s Input Hypothesis, Swain’s Output Hypothesis and Task-based Teaching application, the researcher put forward Reading for Writing Classes with the help of practical teaching experiment。 This paper studies the differences between experimental class with Reading for Writing class and controlled class。 According to the data analysis of two writing exams and the interviews, the results of the experiment and teachers’ and students’ attitudes towards Reading for Writing class have proved that Reading for Writing classes are beneficial for students’ writing ability improvement and task-based teaching is widely used and effective in senior high school English teaching。 Based on all of these, suggestions for the design of future effective writing classes are given。89143

Key word: Reading for Writing Class; Task-based Teaching; Language Input and Output Hypothesis; Writing Classes

关于任务型教学应用于高中的以读促写课堂的研究

中文摘要由于长期以来的忽视和相对较小的进步空间，写作是高中学生在英语学习中困难非常大的一个方面，也是在未来英语教学中非常有研究及发展意义的一个部分。因此，什么是科学有效的教学方法，以及如何设计写作教学课堂，都成为了我国英语教育者的研究方向。根据克拉申的输入假设理论，斯万的输出假设理论以及任务教学法的应用，结合教学实验，研究者提出了“以读促写”的新课型。本文对比研究了两个班级，一个班接受了一节以读促写课的学习，另一个班没有。同时，通过两次写作测试的成绩分析，并对学生和教师进行随机采访，得出以读促写以及任务型教学分别在写作教学中的作用。基于以上讨论，本文给未来教师的写作课堂设计提出一些方向性的建议。源Y于U优I尔O论P文W网wwW.yOueRw.com 原文+QQ75201-8766

毕业论文关键词：以读促写、任务型教学、语言的输入和输出、写作课堂

Contents

1。 Introduction 1

1。1 Research Background 1

1。2 Significance of the Research 2

1。2。1 Theoretical Significance 2

1。2。2 Practical Significance 2

1。3 Questions of this research 2

2。 Literature Review 3

2。1 Task-Based Teaching Approach 3

2。1。1 Definition 3

2。1。2 Basic elements 3

2。2 The integration of reading and writing 3

2。2。1 The nature of reading 3

2。2。2 The nature of writing 4

2。3 The connections between reading and writing 5

3。 Theoretical Framework 6

3。1 The Input Hypothesis 6

3。2 The output Hypothesis 7