Integrating Product Approach With Process Approach In Teaching English Writing To Senior Three Students

With the development of the international communication and globalization, English writing, as an important communicative means, is widely used in a variety of fields. Therefore, the new English Curriculum Standard for Ordinary Middle School made greater demands on English writing ability for Chinese senior high school students. But English writing is a complex integrative process of comprehensive skill, which is very difficult to master in a short period, especially for the senior high school students. Although they have learnt English for several years, they still can't fully accomplish the writing task in exams. In their compositions, there are too many errors and mistakes, and they can't express themselves freely. Furthermore, because of their small vocabulary size, poor grammar knowledge, and lack of writing practice, they feel it too difficult and show no interest in writing. On the other hand, it needs a lot of time and energy to instruct and practice English writing but the English classes cannot afford so much time. Therefore, it is necessary to study how to teach writing effectively in senior high schools.In order to solve the problems existing in our English writing teaching, we should adopt the possible measures to help students get rid of anxiety, arouse their interest and motivation and improve their writing ability. This thesis analyzes the advantages of the process approach and the merits of product approach, integrates these two approaches and applies it to the writing teaching, in the hope of finding an effective writing teaching approach. The research hopes to find:1)Is the new approach to teaching writing helpful in changing the students' interest, confidence, attitudes and beliefs towards writing? 2) Can students of the experimental class do better than those of the control class not only in writing compositions but also in their language competence?The thesis employs the methods of literature reviewing to get to know the problems existing in our English writing teaching and introduce the process approach and product approach, especially reciting model texts. Then we conduct surveys and an experiment among 39 students from a key senior high school in China. The data of the survey and the experiment are collected and analyzed by SPSS 18.0.From the research we find that the combination of the process approach and product approach can stimulate the students' interest and evoke their enthusiasm in writing. Their beliefs and attitudes towards writing changed dramatically. Also, it is found that the students' comprehensive language proficiency can be enhanced besides the improvement of writing competence by adopting the new writing approach.