A Study On The Application Of The Process Approach To English Writing Class In Senior High Schools

In recent years, close attention has been paid to the teaching of English writing in the teaching circles. However, the teaching of English writing still has some disadvantages, such as binding student's thinking, time-consuming, inefficiency, writing-weariness and so on. In order to make classes effective and achieve the greatest efficiency, I introduced the process approach of teaching writing, and conducted experiments.Based on theoretical studies of predecessors, like McKenzie, D.L and Tompkins G.E.(1984), Tribble (1996),Yu Fei and Zhang Huifen (1996),Li Sen (2000) Zhang Jian (2000) and so on, teaching of writing in this paper is combined with my own teaching practice and written in the empirical perspective. Aimed at solving the problem of teaching English writing in Senior High School, I gropingly apply process approach to teaching English writing in Senior High School, aiming to enhance students'interest in writing, raise the level of English writing, and develop students'ability of English self-learning. The paper focuses on the solution to the following three questions:(1) The present situation of English writing in Senior high school and English writing teaching problems.(2) Whether process approach can stimulate the interest and enthusiasm of the students writing and improve students writing self-confidence.(3) Whether process approach has great advantages in the aspect of improving students' English writing strategies and communication skills in writing.For it, I conducted a 3-month writing teaching experiment. Before the experiment, I had learned more about the present situation of English writing, students'attitudes and problems of English writing teaching through a questionaire of random five classes in Grade 2 of No.1 High School. The testees of the experiment are all 129 students from two classes of Grade 2, No.1 High School of Jiamusi, Heilongjiang Province. During the experiment, one class is referred to as the experimental, process approach adopted. While the other is referred to as the controlled, product approach adopted. In the experiment, the researcher records the improvement of students'performance of the English writing by contrasting the experimental class with the controlled and processing all the data with the help of Excel, as well as students'weekly diaries and interviews. Finally demonstrate the feasibility of applying process approach to English writing teaching in No.1 High School of Jiamusi by integration, comparison and analysis of the experimental data.Results show that students 'interest and self-confidence in English writing have increased, their sense of participation and writing autonomy have been enhanced, their habits of writing have improved, the knowledge, abilities, skills of students'writing have developed to a certain degree.This paper is divided into four major sections. The first part is about the reason for posing the question. It discusses the importance of writing in senior school English teaching and the necessity of introducing process approach. In addition, through the analyzing the present situation of English writing, the problems of English writing teaching and the causes are clarified; The second part is about process approach, which deals with the definition and related theories of process approach; The third part is applying process approach to English writing teaching in high school in the experiment; The fourth part is the reflection on writing teaching methods and recommendations in the process of carrying out the experiment. Summarizing the result of the experiment, as well as the issues demanding attention in English writing teaching of the process approach; Further discussing the weaknesses of the study and the issues demanding further study and finally reach a conclusion.