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ng,post-test and post-experiment questionnaire. Part five is the kernel of this thesis,which includes two sections:l)data collected through the results of the test, analysisand comparison by using SPSS 13.0 (Statistical Package for the Social Science,Version,13.0). It is about writing test which includes pre-test between EC and CC,pre-test and post-test of EC and pre-test and post-test of CC. By comparing scores tosee  if  there  are  some  significant  differences  between  them.  Meanwhile,  thepaired-samples t-test will be used to test whether there are any correlations between them writing scores and the use of TBLT. 2) The other is the questionnaire onstudents' interest and self-confidence of English reading. Part six is evaluation andsuggestion, including limitation, advantages and suggestion.

Contents
Chapter 1 Introduction .................................................................................................... 1
        1 .1 Background Information.............................................................................. 1
              1 .1.1 Adopting Learner-centered Approach........................................... 1
              1 .1.2 The New National English Curriculum Standard Advocates the
                      Use of TBLT.................................................................1
....................................
                1.2.2 The Problems of the Teachers ...............6
                1.2.3 The Problems of the Students .......................7
      1.3 Purpose of my Research............................................8
      1.4 Significance of my Research........................................................8
Chapter 2 Literature Review........................................................................................ 10
      2.1 The Task-based Language Teaching................................................10
                2.1 .1 The Definition of Task....................................................10
            2.1.2 A Framework for Task-based Language Teaching ............10
            2.1.3 Syllabus Design Considerations and Developing Units of Workl l
..............................
            2.1.6 An Empirical Basis for Task-based Language Teaching ......17
      2.2 The Product Approach......................................................................19
      2.3 Research into the Teaching of Writing..............................................20
            2.3.1 Defining Writing......................................................................... 20
              2.3.2 The Writing Process.................................................................... 22
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