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g vivid, which can help students change theisolated and fragmented linguistic knowledge into the ability of using language flexibly.
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2.2 Review on Task
Through a review of the related literature, it can be seen that there has been arguments about thedefinition of task. The detailed information is demonstrated in a chronological order, such as:Long (1985) believes that ‘task’ means a activity done for oneself or others freely or for one award.‘Tasks’ can include filling in a form, buying a pair of shoes, taking part in the pilot test, etc. Here the‘tasks’ just refer to people’s daily life, work, and study. The definition of task is different from the linguists’ideas, and it means the things people tell others they have done.Richards, Platt, and Weber (1985) mention task is one activity or action used to perform a process orunderstand one language, and it is also a reaction. For instance, when hearing the instruction in the tape torequire students to draw a house with a small window, students need the teachers’ careful guidance tocomplete the task successfully. In fact, in the process of language teaching, making use of various tasks canmake the teaching content easier to understand, and it also can provide an objective for the classroomactivities beyond the language practice itself. They mention that the definition of task should not be limitedin the process of understanding and using target language, but also needs to focus on the result ofperforming task.Crookes (1986) mentions the task having educational meaning and proposes that ‘task’ refers to onejob or activity usually having a definite purpose and taking up a part of educational course, and it can beused to draw the data prepared for the research.
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Chapter 3 Theoretical Framework..... 18
3.1 Theory of Constructivism.... 18
3.2 Krashen’s Input Hypothesis...........19
3.3 Theory of Larsen-Freeman’s Three Dimensional Grammar........... 21
Chapter 4 Research Design......23
4.1 Research Questions....23
4.2 Research Subjects...... 23
4.3 Research Instruments...........23
4.4 Research Procedures............24
4.5 Data Collection and Analysis.........30
Chapter 5 Results and Discussion......32
5.1 Data Analysis and Discussion of the Results of Pre-test ....32
5.2 Data Analysis and Discussion of the Results of Questionnaire...... 35

Chapter 5 Results and Discussion

The thesis aims to testify whether the application of task-based approach can improve students’grammatical performance in senior high school, and increase students’ learning interest in grammar. Theresearcher collected data of the pre-test and post-test of the experimental class and the control class, alongwith the data of the questionnaire. The data was analyzed by SPSS 16.0. As far as the sores of pre-test andpost-test, the researcher used paired sample test to check whether the students in the experimental classcould perform better than students in control class. Detailed analyses are shown as follows.

5.1 Data Analysis and Discussion of the Results of Pre-test and Post-test in the Two Classes

Pre-test paper was designed according to the grammar points students have learned in junior middleschool. The total score of the pre-test is 100 points. In this process of data analysis, paired sample test wasused to see wheth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。