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tly  influenced  the  English  teaching philosophy  in  China.  In  2001,  the  English  Curriculum  Standards  (Experimental  Draft)  made  it  clear  to adopt TBLT in English teaching, which marked that the English teaching philosophy in China has stepped into  the  task-based  period.  After  30  years’  experiment,  the  philosophy  of  TBLT  ----“learning  by  doing, learning  in  doing,  and  learning  for  doing”  has  been  deeply  rooted  in  the  open-minded  English  teachers. Since 2012, after the issue of English Curriculum Standards (2011), there has been several series of books such as Go For It and Project English were published which were compiled according to the philosophy of TBLT. Project English was also the textbook LHFLMS used for Grade 8 students.  However, through the observation in the experienced teachers’ classes in LHFLMS, the author found that  none  of  these  teachers  applied  this  approach  to  their  teaching.  In  their  writing  classes,  they  still employed product approach to the teaching of writing, which has been proved from theory to practice that it  couldn’t  ensure  the  improvement  of  students’  writing  ability,  let  alone  students’  overall  development. Meanwhile,  although  there  has  sprang  up  plenty  of  researches  about  TBLT  in  recent  years,  few  of  them were  focused  on  writing,  especially  the  writing  for  junior  high  school  students.  Therefore,  the  author attempted  to  apply  the  philosophy  of  TBLT  to  the  teaching  of  English  writing  for  junior  high  school students,  seeking  to  figure  out  what  impacts  TBLT  may  bring  to  students,  which  may  provide  some reference for further research in this field. 
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Chapter Two Literature Review 

2.1 Brief Review of Task-based Language Teaching Approach  
According to Richards & Rodgers((2008:223), task-based language teaching approach (TBLT) refers to “an approach based on the use of tasks as the core unit of planning and instruction in language teaching”. It takes the notion of tasks as the core unit of planning and language teaching. So the understanding of tasks will  significantly  affect  how  the  tasks  will  be  designed.  Based  on  the  analysis  of  the  definitions  of  tasks given  by  different  scholars,  Gong  Yafu  and  Luo  Shaoqian(2006)  divided  the  ideas  of  tasks  into  two versions: strong version and weak version. The representatives of the former are Willis, Long, Ellis and so on. They all hold that only those activities that have a communicative purpose along wit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。