A Study On The Improvement Of Non-english-major's Writing Competence Via Process-oriented Approach In Five-year Junior College

Writing, together with listening, speaking and reading, are four important skills in learning. Writers often have difficulties when they go on writing in L2.While the Present College English writing teaching and learning is far more satisfactory. Therefore, it can be pointed out that the writing process deserves investigation.As early as in the end of the seventies, western linguists discovered the disadvantages of the traditional Product-oriented Approach. In order to improve writing abilities, many scholars try their best to find effective ways. Related to the influence of affective factors, some western linguists have carried out researches, while Chinese linguists have made few researches in this area. Therefore the thesis studies the application of Process-oriented Approach in writing teaching, especially among non-English-majors of Five-year Junior college. The two major concerns are: 1) Can"Process-oriented Approach"enhance the students'interest in writing? 2) Is Process-oriented Approach more effective than Product-oriented Approach in improving students'writing ability?The experiment nearly lasts four months. The subjects are 92 students in the Department of Finance Management from Zhangjiakou Vocational Technology College in Hebei Province. In this study, three instruments are used: two questionnaires before and after the experiment to discover students'attitudes, briefs and interest in writing; five compositions to assess their writing performance and two tests to use as a global measure of the students'performance. In an English writing class, the Process-oriented Approach follows six stages: prewriting, drafting, peer reviewing, revising, teacher commenting and publishing.This thesis consists of seven chapters. Chapter 1 is an introduction and reviews the relevant literature. Chapter 2 presents the theoretical framework. Chapter 3 restates the research questions and describes in great detail the design of the research. In Chapter 4 focuses on data collection and analysis. Chapter 5 is findings and discussions. Chapter 6 is conclusion of the thesis.The study shows that Process-oriented Approach is an effective means to improve English writing teaching and the students'writing ability. It not only enables the students to learn the basic writing skills, but also develops the students'competence of thought and interaction. Therefore, Process-oriented Approach is a good approach for second language teachers.