A Tentative Study on the Task-Based Teaching of Writing to English Majors in Chinese Settings

Autor/in	Zhaochun, Sun
Titel	A Tentative Study on the Task-Based Teaching of Writing to English Majors in Chinese Settings
Quelle	In: English Language Teaching, 8 (2015) 3, S.71-79 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Task Analysis; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Writing Instruction; Guidelines; Writing Skills; Majors (Students); Asians; Cultural Context; College Students; Foreign Countries; Instructional Effectiveness; Writing Improvement; Statistical Analysis; Grammar; Pretests Posttests; China + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Richtlinien; Writing skill; Schreibfertigkeit; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Ausland; Unterrichtserfolg; Statistische Analyse; Grammatik
Abstract	Under task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that are comparable to traditional teaching methods which focus only on the correctness of grammar. In this study, the author employs Jane Willis' TBL framework and examines its effects on the improvement of EFL learners' writing competence when such a framework is applied to English writing course for English majors in Chinese EFL context. The study results are derived from quantitative data yielded from experiments designed for this research. The findings of this research reveal that the application of TBL framework to English writing classrooms in Chinese EFL settings is effective in improving English majors' writing competence and performance. This study provides the teaching of EFL writing a feasible and effective approach. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01