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1、Application of Taskbased Approach in English Writing【Abstract】Nowadays with the development of globalization， English as an international language has become more and more important. However， the English writing situation in senior high schools isnt optimistic. It is difficult for both teachers to t
2、each and students to learn， which is closely related to the product-oriented approach， in which teachers， teaching materials and teaching methods all restrict students creativity and enjoyment of learning. Although a lot of research has been done on teaching， little is about English writing in senio
3、r high schools. Considering the current teaching situation， this thesis advocates using TBA in English writing teaching. It aims at exploring how to use TBA in high schools so as to improve students writing level. 【Key words】task-based approach； English writing； high school 1. Introduction： traditio
4、nal writing teaching approaches Product writing teaching approach Traditional product writing teaching approach can still be felt in todays classroom teaching. This approach is much more concerned with the product than the process. Based on behaviorism， this approach takes writing as a process of te
5、achers offering stimulus and students “giving response” and emphasizes language knowledge， especially proper vocabulary， syntax and cohesive devices （Pincas， 1982）. It is divided into four steps： familiarization， controlled writing， guided writing and free writing. Teachers adopting this approach la
6、y much emphasis on students finished written texts， and are over-concerned with the accurate use of language forms. They attach little or no importance to how learners use language forms to construct paragraphs and convey their ideas. Process writing teaching approach Compared with the product appro
7、ach， the process approach put forward by Graves pays more attention to the process of writing. He proposes that teachers should help their students understand and internalize the whole process of writing， which includes brainstorming， planning， drafting， peer-conferencing and peer-editing， etc. Unde
8、r this approach， teachers give students enough time to find out their own shortcomings， which can foster the students consciousness of self-decision and finally improve their writing ability. Genre writing teaching approach This new teaching method comes into being with the development of genre theo
9、ry. The concrete steps include modeling， joint negotiation of text， and independent construction of text. Hallidays systemic functional grammar deems languages function changes with the purpose of service. Hallidays idea contributes greatly to the genre theory. The process of this approach is that s
10、tudents first listen to teachers demonstrative analysis to have a thorough and profound grasp of the genre， and then construct the genre independently. 2. Task-based approach TBA is based on Krashens input hypothesis （Ellis， 1997）. Its not easy to define the term “task”. Many researchers have given
11、their explanations in a variety of ways. According to Long （1985） ， a task is a piece of work undertaken for oneself or for others， freely or for some reward. Thus， examples of tasks include painting a fence， dressing a child， filling out a form， buying a pair of shoes， making an airline reservation
12、， borrowing a library book， etc. This is a non-pedagogical definition in that it describes kinds of things individuals do with language outside the classroom. From the perspective of language teaching， some of these tasks need not necessarily involve the use of language. For Breen （1987） ， “task” re
13、fers to a range of work plans， which have the overall purpose of facilitating language learning ?C from the simple and brief exercise type to more complex and lengthy activities such as group problem-solving or simulations and decision making. In a word， tasks involve communicative function in which
14、 attention is focused on meaning rather than linguistic structure. In brief， tasks are activities in which students work purposefully towards an objective. The objective may be one that students set for themselves or one set by the teacher. Tasks may be carried out individually or （more often） in gr
15、oups. The outcome may be something concrete （e.g. a report or presentation） or something intangible （e.g. agreement or solution to a problem.） Task-based approach demonstrates a number of advantages for enhancing language learning， one of which is that it provides an interactive learning environment
16、 and the opportunity for authentic use of the target language. Such interactive language learning experience is in congruence with the discourse-based second language acquisition theories. In addition， TBA encourages students collaborative writing in the second language classroom， which in turn enhances second language writing development through increasing engagement， confidence and responsibility on the part of the second language learners （Foster
