| Writing teaching is universally acknowledged to be an inseparable component critical to English teaching in high schools.The process-based writing approach(PBA)is a more comprehensive writing teaching concept,which has been put forward on the basis of abolishing some disadvantages of the traditional product-focused writing approach(PFA).Studies and explorations on PBA have been conducted by scholars and teachers in our country,but most of the researches were carried out in English writing classes of universities or key high schools,and there are very few researches into Non-key senior high schools(NSHSs).At present,the English writing teaching(EWT)in NSHSs adopts PFA,which leads to low efficiency in writing teaching.Therefore,whether the process-based English writing model of “reading-to-writing” can serve English writing class in NSHSs well and how effective it is to help ameliorate students’ writing situation are what this study contributes to.In the cause of verifying the effectiveness and feasibility of this writing mode,this research mainly focuses on the following three questions and conducts a one-semester experiment on the students of two parallel classes taught by the author.(1)To what extent is this writing mode helpful in enhancing the scores of students at different learning levels in timed tests?(2)What are the concrete changes of students’ writing competence and self-sufficiency in writing under the process-based writing model?(3)How do students view this new writing teaching mode and its stages?To answer the above questions,this study conducted two writing tests on the two parallel classes before and after the experiment,and two surveys on the students in the experimental class(EC)with self-designed questionnaire.Composition propositions were from the unified examinations in Shantou.The questionnaire was based on the process writing activities proposed by Tribble(1996)and the questionnaire of Avan Kamal Aziz Faraj in 2015,and has been tested for reliability and validity.Subsequently,the researcher selected six learners with different learning levels for interviews as a supplement to the study.Through quantitative and qualitative analysis,this study has drawn the following conclusions:(1)Independent sample t-test results showed that there were significant differences of the scores of students from the two classes after the experiment,and this meant that PBA helped improve students’ writing abilities,which on the surface could be seen from the increase in scores.Nevertheless,there’s not always a significant difference in the performance of learners with different learning levels before and after the experiment.Among them,the results of high-level learners were not significant.(2)In the process-based English writing mode,the writing initiative and enthusiasm of the students in NSHSs have increased to varying degrees,and their writing confidence,writing habits and writing skills have also developed in a positive direction.According to the comparison of questionnaires before and after the experiment,this change is mainly reflected in the improvement of abilities of independent reading,material collection,communication and feedback,and classroom writing.(3)In the subsequent interviews,interviewees gave affirmation to the process writing teaching method,adding that it could help them change from passive writing to active exploration and creation,and its unique writing phases were of great benefit,especially the two stages of input and feedback.In addition,the empirical study on the writing model provides some enlightenment for the teaching of English writing in NSHSs,such as creating a differentiated class;laying emphasis on the pre-writing stage of PBA;integrating reading into writing classes by utilizing materials from different versions;providing evaluation criteria and demonstration evaluation,etc.Finally,on the basis of reflecting on the limitations to this study,some recommendations for future research are brought forward. |
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