A Case Study On The Effectiveness Of Task-based Teaching In The English W Riting Class Of Junior M Iddle School

English writing has been always regarded as one of the weakest respects in English classroom teaching. Given the reason that writing costs much more time in real classroom teaching, most teachers didn’t take it seriously and would not spare adequate time in teaching writing. Therefore, students’ writing ability can not meet the requirement of the new curriculum standard. So, it’s essential to further explore an English writing teaching method to conduct English writing teaching. Although numerous studies have been made to discuss task-based teaching approach, it is not common to apply it to facilitate English writing. In spite of many task-based writing teaching researches done by some scholars and experts theoretically and practically, there are still many problems need to be further solved, especially the effectiveness of task-based teaching approach. Therefore, the essay aims to further look into task-based language teaching in English writing teaching.Task-based Language Teaching(TBLT) is a language teaching method which sprang up in the 1980s; it emphasizes learning by doing. TBLT refers to “an approach based on the use of tasks as the core unit of planning and instruction in language teaching”(Richards & Rodgers, 2008). The characteristics of Task-based Language Teaching are the authenticity principle, the form-function principle, the task-dependency and the task-chain principle, learning by doing, and scaffolding. In addition, to judge whether the task-based writing teaching is effective or not, the effective writing theory is also applied in this essay.This essay puts forward three questions which need to be solved: first, can task-based teaching approach improve students’ writing proficiency? Second, what kind of tasks and activities is the relatively effective and meaningful way to teach English writing in junior middle school? Third, can task-based teaching approach stimulate students’ writing interest and motivate them to cooperate and communicate? To figure out these three questions, a teaching experiment has been carried out in Hangzhou Gongyi Middle school. The author chose two parallel classes as the research subject, one is experimental class, the other is control class. The author implemented task-based writing teaching in the experimental class for a term. With the help of pre-test, post-test, interview, and questionnaire, some conclusions have been made.After making a comparison between the pre-test scores and post-test scores with the SPSS and analyzing the questionnaire and interview, the author found that after one-term task-based English writing experiment, the experimental class achieved better learning consequences than the control class from the aspects of students’ writing proficiency, writing interest, communicative intention and cooperative inclination. As a result, a conclusion can be drawn that task-based teaching can promote junior middle school students’ writing performance.