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Chapter One Introduction 

1.1 Research Background 
According  to  the  English  Curriculum  Standards  (2011),  the  goal  of  English  education  is  to  cultivate students’  comprehensive  language  competence,  namely,  using  the  language  to  conduct  verbal  or  written communication.  Therefore,  the  cultivation  of  students’  abilities  in  writing  becomes  one  of  the  most important  tasks  of  English  teachers.  However,  writing  as  one  of  the  basic  language  skills  has  often  been neglected  in  China’  English  classrooms.  In  the  globalization  era,  as  more  and  more  communication  is conducted  through  English  and  more  and  more  work  is  done  through  writing,  it's  urgent  for  English teachers to work out efficient ways to develop students' writing abilities.  At the beginning of the internship in Luohe Foreign Language Middle School (LHFLMS), as a novice teacher, the author was arranged to observe how the experienced teachers of Grade 8 delivered lessons in the  first  month.  Through  the  observation,  the  author  found  that  the  most  common  method  these  teachers adopted  in  writing  instruction  was  to  ask  students  to  recite  large  numbers  of  model  articles  or  beautiful sentences before exams, neglecting the training of students’ writing skills. Under the mode of this approach, a  lot  of  hidden  problems  were  threatening  students’  writing.  Firstly,  students  were  bored  to  death  by  the endless  recitation  tasks  everyday  and  their  interest  in  writing  tended  to  wane  with  time.  Secondly,  the teachers’  overemphasis  on  grammar  led  to  students’  undue  attention  to  language  accuracy,  ignoring  the conveying  of  meaning.  As  a  result,  most  of  the  students’  writing  products  were  incoherent  and  empty. Worst of all, although students have paid great effort in writing, their writing abilities were still far lower than the demands of the English curriculum standards for 8th-graders.  Since LHFLMS took Project English as its textbook, which was compiled according to the philosophy of TBLT. Therefore, considering the worrisome situation of students’ writing abilities and the philosophy of this textbook, the author decided to apply TBLT to the teaching of English writing, hoping to see what impacts TBLT may bring to students’ writing. 
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1.2 Research Motivation and Significance  
Since  TBLT  was  introduced  into  China  in  1980s,  it  has  grea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。