An Empirical Study On The Effects Of Process Writing Approach On English Writing Strategies Of Senior High School Students

The thesis aims to explore the effects of process writing approach on English writing strategies of high school students,and then analyze the correlation between writing strategies and writing achievements.Writing strategies are important factors that affect writing achievements.In current writing teaching,teachers usually attach great importance to the scores of writing and ignore the writing process.The score is based on the final draft.Teachers can't provide students with timely help for the problems they encounter in the writing process,or offer the guidance of writing skills and strategies.In recent years,scholars mainly focus on the comparative study of process writing approach and product writing approach,and the effects of the two writing approaches on English writing achievements.The study on the effects of English writing strategies needs to be strengthened.Therefore,it is necessary to study the effects of process writing approach on English writing strategies and English writing achievements of high school students.Based on cognitive learning theory and constructivism,the thesis aims to explore the effects of process writing approach on the English writing strategies of high school students,and answer the following two questions:(1)What English writing strategies of high school students does process writing approach have significant effects on?(2)What is the correlation between English writing strategies and writing achievements of high school students?In this study,students in two parallel classes of a high school in Liuyang City are the subject of experiments.The two classes used different writing approaches.The experimental class applied the process writing approach while the controlled class used the product writing approach.A questionnaire on the use of students' writing strategies and pre-test were conducted before the experiment.As the teaching progressed,post-tests were conducted every two weeks,with three post-tests.After the experiment,the experimental class was conducted with the questionnaire again.In order to ensure the reliability of the experiment,the students in both classes participated in the experiment at the same time.After eliminating the invalid data,the data of 89 students were collected.The data were analyzed with SPSS21.0 after the experiment.The study showed that:(1)Process writing approach has a significant effect on cognitive strategies,conception and organization strategies and social/affective strategies.It has less influence on meta-cognitive strategies and language means strategies.(2)Meta-cognitive strategies,cognitive strategies,social/affective strategies,conception and organization strategies,language meansstrategies are positively correlated with students' writing achievements.The results of this study can help teachers to carry out writing teaching rationally.Teachers should strengthen the cultivation of meta-cognitive strategies,language means strategies and cognitive strategies in the process of writing teaching,so as to improve students' English writing achievements.