【摘 要】要写好高中作文对学生来说并非易事，然而过程教学法的应用对英语写作的指导起到了助推剂的作用，过程教
学法的应用加强了学生对写作的积极性和主动性，并且培养了学生的合作意识，全方位提高了学生的写作水平。
【关键词】英语写作教学 过程教学法 助推剂
一、Introduction
In recent years， china has promoted education for all-rounddevelopment， meanwhile， what’s the best teaching approachfor our English vocabulary teaching in senior high school is stillgroping. Facing the different teaching approaches and methodsdeveloped by linguists and language teachers， we should also beaware that new methods and approaches might have limitations.We should adapt them creatively to fit into our own teachingpractices. This paper mainly concerns the proper application ofthe Task-based Language Teaching method as well as SituationalLanguage Teaching （SLT） approach in teaching Englishvocabulary to senior high school students.
二、Problems in teaching English to senior highschool students
There are two major problems in teaching English tosenior high school students. One is how to encourage studentsto be interested in English study and speak more English in theclass， and the other one is how to help them get high marks inexaminations.Getting students involved in English classMotivations for senior high school students are mostly for theCollege Entrance Examination instead of their own sake， that is，they are eager to get high marks in their future exams， whereas，someone are truly fond of Englisht （from students’ response inmy questionnaire to freshmen in senior high school）. They arebored of the traditional Grammar-Translation Method practicedby their middle school teachers of English， while they also wantto master the skills for passing exams. They have learned Englishfor six years in middle school mainly for the purpose of passingexams instead of for communicating with others， but many ofthem haven’t learned it well. Some students’vocabulary is solimited that they couldn’t understand the meaning of the readingand comprehensive parts ； some stndents know every word orphrase they need to use but they can’t join grammar point theyare to follow.To encourage them to be brave and patient enoughto learn English better is the greatest challenge for an Englishteacher in such a situation. Therefore， teachers need to design avariety of teaching strategies. The first task is to help them buildthe intensive motivation and interest in learning English， as weall know that Learning is most effective when an individual isready to learn， and then it is the teacher’s responsibility to teachthem the skills and methods in english leaning efficiently， andthus it requires the teacher to use a more student-oriented teachingapproach. the TBLT is particularly the best way to arouse theirinterest and participation.
三、Brief introduction of TBLT and SLT
To have a better idea of why and how TBLT and SLTcan be used in solving the above problems， we shall firsthave a thorough understanding of these teaching approaches.Richards and Theodore （1988） give a best summary of teachingapproaches in their book Approaches and Methods in LanguageTeaching. A brief summary is as follows:1. Task-based language teachingTask-based language teaching was first invented by a BritishIndian linguistsN.S.Prabhu in the 1970s， popularized abroad inthe 1980s， and introduced into China in the 1990s. Task-basedlanguage teaching can be regarded as one particular developmentwithin the broader “communicative approach”. TBLT is a newteaching method. It has some connections with a real world oflearners' lives and learning experience， and it can arouse learners'interest and participation. It pays more attention to the functionof knowledge system of language， and probes into the way ofstudy and use of language. And it also bridges the gap betweenthe native language and target language of the learner and it poursvigor into the senior English teaching in China.
2. Situational Language Teaching
Acquiring linguistic data is not sufficient because the sceneis not a linguistic one， we will meet different objects and eventswhich are present at the moment of communication. In this respectHalliday remarks“ when we acquire our primary language， we doso by learning how to behave in situations， not by learning rulesabout what to say”（ M.A.K. Halliday et al. 1964:179）Reading
and writing are introduced once a sufficient lexicaland grammatical basis is established. Situational Languageteaching uses a structural syllabus and a word list. Structuresare always taught within sentences， and vocabulary is chosenaccording to how well it enables sentence patterns to be taught.The practice techniques employed generally consist of guidedrepetition and substitution activities， including chorus repetition，dictation， drills， and controlled oral-based reading andsituations，communicative competencewriting tasks.Since the purpose of teaching a foreign language is to enablethe learners to use it， then it must be heard， spoken， read， andwritten in suitable realistic situations. Neither translation normechanical drills can help if they are not connected to practicallife. The situational language teaching methods focused on theneed to practise language in meaningful situation-based activities.Therefore， the situational language teaching approach continuedto be part of the standard set of procedures advocated in manycurrent British methodology texts.References
[ 1 ] H y m e s ， D . O n C o m m u n i c a t i v e C o m p e t e n c e . [ M ]
Sociolinguistics pp. 269-93. Harmondsworth: Penguin
[2]Johnson，K.，and Morrow，K. （eds.） Communication in
the Classroom [M]London: Longman.
[3]Richards，Jack.C.，and Theodore，S.Rodgers. Approaches
and Methods in Language Teaching [M].Cambridge
University Press.
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