| Writing, which is an important language skill in the language learning, plays animportant part in the English language output procedure. Nowadays, more and moreteachers pay attention to English writing teaching. However, for most of the students,the English writing is regarded as the most difficult part in their language learning.From the aspect of English teaching, the teachers always focus on their students'scores of the writing part. The process of the students' writing is always ignored. TheEnglish teachers tend to use the way of assigning, marking compositions and showingthose well-written ones as models to the students in language teaching. It is a linerprocedure. But for the students, their writing ability is not improved. They graduallylose interest in English writing.To solve the problem, some researchers have experimented in different teachingapproaches and some of their research findings have proved the process approach tobe effective in writing teaching for college and university students. As for teachingEnglish writing in senior high school, there has not adequate research to prove that theprocess approach is an effective way to develop students writing skill and interest inwriting as well.The purpose of the present thesis is to explore an effective way of writing teachingin senior high school by applying the process-oriented approach in comparison withproduct-oriented approach to find out whether the process-oriented to be moreeffective and suitable for the students. The research is intended to answer thefollowing questions:1) Which group of students, the experiment class or control class, have betterresults in comparison from the final exam?2) Is there any difference in writing achievement between the three groups HighProficiency Students, Middle Proficiency Students and Low Proficiency Students inthe experimental class? Why?3) Does the process approach to teaching writing have a positive effect onchanging the students' attitude towards English writing? The participants were the94Grade-Two students in two classes, theexperimental class (EC) and the controlled class (CC), from GuiYang Number ThreeExperimental Senior High School. The research lasted for nearly ten months. In theexperiment, two writing approaches were applied in writing classroom, the productapproach for the controlled class and the process approach for the experimental classrespectively. In experimental class the students were divided into three groups, theHigh Proficiency Students (HPSs), Middle Proficiency Students (MPSs) and LowProficiency Students (LPSs), according to their scores in the pretest to meet the basicrequirement of the experiment, and a post test was given at the end of the experimentfor comparison of their writing scores so as to find out whether there was anysignificant difference in their writing achievements. In addition, in order to find outwhether the English process approach had a positive effect on the students' attitudestowards the English writing, the author adopted questionnaire and interview asinstruments for data collection in the experiment.The findings of the experiment demonstrate (1) The adaptation of the processapproach is very helpful to improve the students writing proficiency on the whole;(2)The process approach has improved the scores of the groups, i.e. LPSs, HPSs andMPSs in the experimental class; the adaptation of the process approach has a greaterinfluence on LPSs than HPSs and MPSs;(3) The adaptation of process-orientedapproach has greatly strengthened the students' enthusiasm and changed theirattitudes towards the English writing. However, the students in control class whopracticed writing in product approach have shown no change in their attitudes towardsthe English writing nor activation of their enthusiasm.The implication this research gives for the current reform of English writingteaching in senior high school is that the process approach should be applicable to theEnglish writing classroom and can be effectively performed in English writingprocess. |
PDF Full Text Request