An Empirical Study On The Application Of The Process Writing Approach To English Writing Teaching In Year-1 Students Of Senior High School

In English learning,writing is not only a complicated process of knowledge output,but also a comprehensive ability of language knowledge,skills and expression.Besides,the English Curriculum Standard sets clearer and higher requirements on the writing for high school students.Thus,it indicates that writing teaching is an indispensable part of English teaching in high school.However,there are still some problems existing in the teaching and learning of current English writing teaching in high schools.In terms of teaching,teachers still use the traditional method of“teachers instruct alone,students passively receive the writing training”,which pays much attention to the results of writing but ignores the writing process and students’ dominating status.In terms of learning,some students have negative and indifferent attitudes towards writing.In order to improve these issues,the thesis applies Process Writing Approach to the English writing teaching in the high school.Under the guidance of constructive theory,communicative theory,and cooperative learning theory,the author conducted a four-month teaching experiment with two classes in the grade one of No.19 Senior High School in Urumqi as research participants.One was adopted Process Writing Approach for the experimental class,and the other was adopted traditional product approach for the control class.What’s more,the author used questionnaires,writing tests and the interview as research instruments to try to answer the following questions:(1)What is the senior one students’ current writing situation of No.19 Senior High School in Urumqi?(2)After the experiment,can process writing approach improve students’ writing scores in aspects of vocabulary,language use,content,organization and writing mechanics?(3)After the experiment,can process writing approach change students’ attitudes towards English writing,and what are their attitudes towards this approach?Through the results of research,the author found that:(1)Most students thought that English writing was a difficult task,and they rarely had regular writing habits and effective writing strategies,resulting in not knowing what to write and how to write.Moreover,they believed that writing could be done only once and did not requirerepeated revisions.(2)Process writing approach not only enhanced most students’ writing scores more obviously than before,but also improved their scores in terms of vocabulary,language use,content,organization,and writing mechanics significantly.Among these five aspects,students’ improvements in language use and content were more obvious than in other three aspects.(3)Process writing approach could change students’ previous writing attitudes to a certain extent,and most of them had positive and affirmative attitudes towards this teaching method.Their attitudes went through the process from the first understanding of it to the application of it in the process of writing,and then put it into the gradual acceptance.To sum up,process writing approach can effectively improve the problems existing in English writing teaching of the high school.Hence,the author hopes that the research can provide some theoretical and practical references for front-line high school teachers to improve their modes of writing instruction.