Chapter One Introduction
1.1 Research Background
According to the English Curriculum Standards (2017), 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，英语论文范文，英语论文 |
