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中文摘要   
 
    但根据问卷调查得知九年级英语写作教学存在很多问题，而且英语写作也是学生学习中最薄弱的环节之一。笔者结合我国现阶段学生英语写作中存在的问题和目前写作教学方法的不足之处，提出在九年级英语写作教学中运用任务型教学法。    本文将以威利斯的任务型教学模式为理论基础，在山西省柳林县孟门中学九年级学生中进行四个月(从2011年9月到2012年1月)的实验，以期待证明任务型教学法有利于提高九年级学生英语写作能力。本实验研究采用的实验工具为:前测一后测、实验组一控制组设计和问卷调查。实验前对孟门中学三个九年级班级进行了前测，选择其中两个在英语总体水平和作文质量上不存在显著性差异的班级作为实验对象，一个为实验班，另一个为控制班。整个实验持续四个月，后测独立样本T检验表明实验班和控制班的作文水平出现了差异，初中英语教学配对样本T检验表明基于任务的写作教学模式使实验班学生的作文水平等产生显著差异。问卷调查表明:实验班学生在基于任务的英语写作教学对写作兴趣写作自信心和写作能力的提高等方面持肯定态度。本论文共有六个部分。第一部分介绍些背景信息，英语写作存在的问题，写这篇论文的目的和意义。第二部分介绍任务型教学法的有关概念、结果法英语写作教学和写作的定义和过程。第三部分介绍研究方法，包括研究假设、研究主体和研究工具。第四部分包括研究过程，包括实验前后两次问卷调查，前测、实验班用任务型教学法写作教学、控制班用结果法写作教学，然后进行后测。第五部分是通过运用SPSS 13. 0对实验测试和问卷调查的数据进行比较和分析。第六部分包括对本实验的评价和建议。

Abstract     

English writing, as a very important aspect of students' general languagecompetence and as a means of expressing oneself and of spreading knowledge andinformation, is necessary and essential for English learners. But according to thesurvey, English Writing has long been one of the weakest aspects of Chinese Grade 9students among four language skills. Quite a lot of problems in writing teaching areshown.  Combined  with  the  present situation  of  Grade  9  English  writing,  theTask-based Language Teaching is advocated.     
Based upon Willis' model for TBLT, the author has done experiment in Grade9 in Mengmen Middle School in Liulin County from September 2011 to January 2012to test if TBLT is effective in English writing teaching.     
The  research  instruments  adopted  were  pre-test/post-test  design  withexperimental and controlled groups and questionnaire. A pre-test was given to thethree classes in Grade 9 in Mengmen Middle School. Then, two classes, whoseEnglish proficiency and writing quality existed no significant difference, were chosenas the participants, one as the experimental class and the other the controlled class.The experiment lasted four months. In the end,  a post-test was held and theobservation was again made. The post Independent-Samples T Test indicated greatsignificance appeared in the writing ability between the two classes; Paired-samples TTest proved task-based teaching brought about significant changes in the studentswriting  ability.  Besides,  the  questionnaire  showed  the  participants'  affirmativeattitudes towards task-based language teaching and the students' self-confidence,interest and motivation. Therefore, it is concluded that task-based language teachingcan  improve  students'  writing  ability,  it  also  helps  to build  up  the  students'self-confidence and interest.     
There are six parts in this thesis. Part one begins with background information,statement of the problem, purpose of the study and significance of my study. In parttwo, the contents about TBLT, the Product Approach and research into the teaching ofwriting are presented. Part three includes three sections: research hypothesis, subjects,instruments. Part four includes procedure, including questionnaire on interest andattitude towards English writing, pre -test on English, treatment in class teachi本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。