The Teaching Effect Of Process Approach On Teaching English Writing For Chinese College Non-English Majors

The Process Approach (PA) is an approach to the teaching of writing which leads students to work on multiple-drafts of a piece of work before it reviews its final evaluation. It focuses on how writers write, namely, looking at the process of writing as opposed to the final product. It encourages students to understand writing as a process that comprises a series of interrelated activities, such as prewriting, multiple drafting, revising, and editing etc. It is an approach to"stress the creativity of the individual writer, and pays attention to the development of writing practice."(Tribble, 1996)The present study was designed to investigate the effect of Process Approach in Chinese college practical teaching, and most importantly, the applicability of Process Approach in practical teaching in China. Specifically, the study addresses the following questions: a) what are the features of writing performance in the English argumentations of the Chinese college English students? b) is there any relationship existing between writing quality of L2 texts written by the Chinese EFL students and their writing processes? If there is, what is the relation? c) is there any difference in writing quality of the English argumentations of Chinese college non-English majors after they were taught by Process Approach?In order to find out the results of the above questions, one-way ANOVA analyses and correlation test were performed to analyze the strategies employed during the process of writing English compositions by 271 undergraduate non-English majors across two different levels.Correlation analyses were performed to investigate the relationship of writing scores with writing process and writing attitudes, from which five measures (WOP, PW, WW, RE, ATTI) showed rather strong positive correlations with the writing scores in experimental groups and controlled group 1, and negative correlations were found in controlled group2 which is less proficient than experimental group and controlled group1.ANOVA analyses were performed to compare the writing scores, writing attitudes and writing process in experimental group and controlled groups, from which no significant differences were found in terms of writing scores, writing attitudes and writing process among experimental group and controlled groups. In conclusion, Process Approach cannot fulfill its function in China's college environment, though the methodology itself is a very efficient one to improve learners'writing ability. Therefore, in China, Process Approach should be localized, which needs ameliorating syllabus for non-English majors and teachers'teaching methodology.Conclusion was drawn as followings: Theoretically, Process Approach can improve the writing ability of language learners, though the improvement is not so significant in the present study. That can be reflected by the strong correlation between writing process and writing scores. Whereas the writing scores in experimental group and controlled groups do not have significant difference, which presents that Process Approach cannot fulfill its function in the EFL environment, as in China. There are several reasons why process approach is not efficient in China: first, EFL environment is quite different from ESL environment; second, non-English majors in China are not willing to write on one hand and cannot adapt themselves to the new teaching method on the other hand; third, syllabus for non-English majors in China have not put enough emphasis on writing teaching, which is still examination-oriented and teachers are also not willing to risk performing the new approach in practical teaching. Therefore, practically, we cannot imitate specific approach abroad mechanically; we should find a way that is suitable for the status quo.The present study discusses the application of Process Approach in practical teaching for non-English majors in China. It suggests that language teachers and learners should raise their awareness of the importance of writing process in improving writing proficiency while using a proper teaching method to achieve the purpose.