| Writing, as an important part of language teaching, is not an easy task to accomplish. There are a lot of researches on writing teaching methodologies in the past, but few studies focus on students. So we attempt to facilitate Chinese teaching through observing and studying the employment of foreign students' writing strategies.Based on Communicative Approach and Constructivism, Process Approach advocates that the teaching of writing should concentrate on students and their learning process, which can solve the problems brought about by Product-focused Approach. The purpose of our study is to explore writing strategies that students use in the process of writing, and to find teachers' opinions concerning each strategy.A survey on Chinese writing strategies is conducted among foreign students of intermediate level who come from Europe, the North America, Japan and Korea. The paper goes to compare two groups divided upon nations and to analyse the application of writing strategies. In addition, an interview has been carried out toward six professional Chinese teachers respectively.The results of our study manifest that:1. generally speaking, students have no intention of using writing strategies.2. There are difference displayed by the employment of writing strategies between two groups. In the pre-writing stage, the students from Japan and Korea mostly favor the strategy of "reviewing writing topics", while the group from America and Europe consider "reviewing notes" as the most crucial. While writing, both two groups are in favor of "using dictionary". In the post-writing stage, "to learn from teacher's corrections" is the most frequently used strategy chosen by two groups.3. Supporting voices towards strategy employment do exist, though some individual opinions are presented by teachers.Finally, we propose that Chinese teachers should inform students of different writing strategies and guide students to use them properly in order to improve their Chinese writing.
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