Action Research On The Preparation For Process Approach Of Teaching Writing

The general aim of senior high school's educational courses is to enhance students'integrated skills of using language. English writing is one kind of ability among the integrated skills, which is decided by the teaching of English writing.In the past two decades there were many researches and practices done about the methodology of English writing both home and abroad. Nowadays, the method of process approach to teaching writing has become the mainstream of western teaching of writing and gains a very good effect. While in China, though it is popular, it isn't used fully and flexibly in the teaching. senior high schools. The student's general proficiency in writing is low.As to this phenomenon, on the basis of the relative research achievements----process approach to teaching writing, using quantitative and qualitative analysis, current condition analysis, theoretical research and action research, the author puts forward the following hypothesis: the preparation before writing (i. e. language input and knowledge accumulation) is not enough and it is the poorest sector. The suggestion is that we should build in the teaching. senior high schools on the mode of process approach to teaching writing, and make full use of the phase of pre-writing to enlarge the knowledge accumulation before writing, and thus realize the process of rapid shift from controlling to automatic writing.It is divided into 6 chapters.Chapter I. Put forward questions and hypothesis. The paper, from the notion of authentic proof research, makes an analysis of the questionnaires of the senior high school English writing teaching. According to the result of the questionnaires, the hypothesis is put forward: on the one hand, students don't have enough accumulation of writing knowledge; on the other hand, teachers don't make a good usage about the English writing process effectively.Chapter II: Literature review. First of all, the teaching aims and requirements are clarified during the period of senior high school English writing. Secondly, the development of English writing methods is stated, especially the history and background of process approach of teaching writing and its main stages and features. It also mentions Kranshen's input hypothesis so as to find out the theoretical basis for action design theory.Chapter III: Action plan. This is the most important part of the paper. Half a semester's plan is designed. The pre-writing period's recitation and reading run through the whole writing process, meanwhile, the writing goal of the senior high school's level and the teacher's directory function of writing in the class are clarified. The author divides the whole process into 3 parts, including basic writing process, process approach of writing and free writing. During the basic writing process, the most important task is to train students'ability of making sentences, making them know the logic difference between English and Chinese, and the knowledge of vocabulary and discourse connection. The most important part is to train student's pre-writing and knowledge accumulation, including reciting and using examples to imitate the writing style. During the process writing, besides the usual mode of writing, it mainly uses cooperation process writing. On the one hand, ask one part of the students to say and simultaneously to write, on the other hand, the other part of the students to listen and observe, and then do it vice verse. It realizes the aim of mutual cooperation. The last process is free writing stage, it mainly asks the students to write by using their daily life material so as to realize the goal of using what they've learned.Chapter IV: Data collection and analysis. The mode of interviewing and questionnairing is used to collect data and analyze the experiment of action research. The conclusion is drawn: To make a good preparation before writing, that is, writing accumulation is the key of enhancing process writing and the writing level of senior high school students.Chapter V: Findings and contributions. The result of the research shows that making a full use of the stage of preparation can not only enhance the English writing level, but can also enhance the students'study interest, writing habits, cooperation ability and self-efficacy feeling.Chapter VI: Limitations and conclusion. The action research which is carried out is based on the personal teaching of the author, so it can't be said that it is perfect. The author will do some further study in the future.