3。3 Task-based Language Teaching 7

4。 Research Design 9

4。1 Subjects 9

2。 Instruments 9

3。 Treatment 10

4。 Procedure 10

First exam 11

Teaching experiment in the experimental class 11

Final writing test 12

5。 Data Collection and Analysis 13

5。1 The results of the first exam 13

5。1。1 The results of the first exam in terms of content 13

5。1。2 The results 来自优Q尔W论E文R网wWw.YouERw.com 加QQ75201.8766 of the first exam in terms of organization 14

5。1。3The results of the first exam in terms of language proficiency 14

5。2 The results of the final writing test 15

5。2。1 The results of the final writing test in terms of content 15

5。2。2 The results of the final writing test in terms of organization 16

5。2。3The results of the first exam in terms of language proficiency 16

5。3 The Result of the Interview 17

6。 Conclusion 20

6。1 Major Findings of the Study 20

6。2 Teaching Implication 20

6。3 Limitations of the study 21

6。4 Suggestion for Future Study 21

References 22

Appendix 24

Appendix 1 First Exam 24

Appendix 2 Final Writing Test 25

Appendix 3 Analytic Rating Criterion (Cohen 2005) 26

1。 Introduction

This chapter gives a brief introduction about research background of Task-based Teaching and Reading for Writing Classes, the theoretical significance and practical significance of the investigation。

1。1 Research Background

As one of the most important subjects in senior high school, English plays a significant role in senior high school students’ learning。 There was a reform taken place in Zhejiang Province college entrance examination in 2015, in which the formation of English writing has been transferred from argumentation into practical writing。 Consequently, teachers have to update their teaching technologies and methods to adjust to the new change to ensure proper teaching and learning outcome。 However, senior high school students’ writing ability is comparatively unsubstantial than other three English skills。 According to New Standard of English Curriculum (2011), students should be able to state fluently, punctuate normally, use words and phrases properly and create the structure reasonably when writing an English composition。 But unfortunately, the fact is that most students cannot apply what they learned from the process of reading, listening and vocabulary memorizing。 It’s quite difficult for students to express their ideas and statements clearly and decently in English writing instead。 Facing such a dilemma, teachers usually are reluctant to spend too much time on practicing English writing, which was regarded as the most challenging part of English teaching。 They would rather spend much more time and energy on reading and listening due to the inefficiency and slow progress of English writing at the expense of specific writing courses。 The common practice is that teachers take limited time to deliver some frame structure with recommended phrases and sentences that can be inserted。 As a consequence, students aren’t so confident when writing an English composition because of their weakness in writing and teachers’ neglect of appropriate instruction。  关于任务型教学应用于高中的以读促写课堂的研究(2):http://www.youerw.com/yingyu/lunwen_178164.html