The Application Of The Process Writing Approach To English Writing Teaching In Senior High School

With the development of modern society,English is playing a more and more important role in our life,especially in school life.English writing is an essential part of English learning,which is a kind of output for English learners.On the one hand,English writing is a reflection of learners' thinking model and abilities of expression.On the other hand,English writing is a skill that is difficult for students to master,making students lose interest in learning English.In real English teaching situation,especially in traditional English teaching class,a majority of English teachers adopt the Product Writing Approach when teaching English writing.As for the Product Writing Approach,the teacher provides a model composition for students to imitate,which means paying much more attention on students' written products rather than the process of improving students' thinking abilities and writing abilities.Besides,the Product Writing Approach is teacher-centered,the process of which neglects the emotional experience of students,leading to students' uninterested in English writing.As a result,students cannot get effective instructions from the teacher and in turn the teacher's evaluation cannot get effective feedback from students.Especially in the course of English Curriculum Reform,many teachers are confused about writing teaching.More practical teaching methods are urgently needed to improve the effectiveness of writing class.In view of these drawbacks of the Product Writing Approach stated above,the Process Writing Approach emerges so as to meet the requirements of writing teaching.Based on the Cooperative Learning Theory,Communication Theory and Humanistic Theory,the Process Writing Approach pays more attention on students' emotional experience.Moreover,centered on students,the Process Writing Approach aims at the writing process instead of the written products,with teachers acting as organizers,instructors and valuers.During the process,students' interest in English and their writing abilities can be improved.In order to improve students' writing abilities and class efficiency,based on English teaching methodologies,this thesis applies the Process Writing Approach to English writing teaching of Senior2 in Nankang No.2 middle school.During the four months' research,my research questions are as follows:1.After applying the Process Writing Approach,will students' interest in English writing be improved?2.Can the Process Writing Approach help students form good writing habits? And how can the Process Writing Approach be effectively applied to writing teaching to help students form good habits of writing?3.What are the effects of the Process Writing Approach on students' writing ability?During the study,a four-month experiment was conducted by applying the Process Writing Approach in one class while the other adopts the Product Writing Approach and record the results.The study has yielded the following conclusions.To begin with,the Process Writing Approach is helpful in changing students attitudes towards English writing,which means students' interest in English writing is improved and confidence in English writing is increased.What's more,when teachers apply the Process Writing Approach to writing teaching,group cooperation and interaction is effective in helping students understand the whole process of writing and form good writing habits.At last,the Process Writing Approach contributes to the improvement of students' writing ability,with writing scores of students in the experimental class improved much more than the control class.The results suggest that the Process Writing Approach is popular with students and is effective for teachers to improve classroom efficiency.The research methods of literature analysis,questionnaire survey,interview,experimental research and data analysis are used in the research process.