A Study Of Process Approach Of English Writing Teaching In Senior High

As English is widely used in varieties of fields, how to improve senior high students'English reading, writing, speaking and listening skills becomes more and more urgent in China. Writing is one of the four basic skills of English study and it occupies up to 20% of the total score in English test. However, most students can not perform well in English writing part. This phenomenon has drawn the author's attention. What problems are existing in Chinese students'English writing? What approach to writing teaching should be implemented to improve students'writing abilities?Before the research, the author carried out a questionnaire for teachers, a pre-questionnaire and a pre-test for students. It is found that the present situation of English writing teaching and learning in senior high schools is serious. On one hand, many teachers still adopt the traditional product-oriented approach and lack systematic and effective strategies and methods for writing teaching. They just focus on the accuracy of the final products of students in the writing process. On the other hand, the students show no interest and confidence in English writing. As long as those difficulties in writing are not overcome, the products will not be satisfactory. In order to change the serious situation of English writing teaching, the author introduces process approach to English writing teaching in senior high schools.The author attempts to carry out the process approach to writing teaching in the second term of Grade Two for a period of five months on the bases of the theories of Flower and Hayes'cognitive process theory of writing and meta-cognitive strategies. The experimental teaching includes a pre-test, eight writing practices during the period and a post-test and two questionnaires. This research intends to stimulate the students'interest and motivation in writing, improve their confidence and help the students have a good knowledge of the stages of writing process. By the important activities, such as generating ideas, organizing ideas, drafting, peer-reviewing, revising, teacher's feedback and final drafting the students'abilities in writing can be improved. In addition, the author also provides them with some strategies and instruments and necessary help and guidance during the writing teaching in order to make the process more manageable and effective. After the experiment, the author carries out the post-test and a questionnaire and collects the data. The questionnaire is designed for the A Study of Process Approach of English Writing Teaching in Senior High experimental class to find out the changed attitudes to the English writing. According to the data analysis, the author found out that: 1) the students in the experimental class become more interested and confident in writing;2) the students'abilities in language use and content development has been improved greatly; 3) the students of the experimental class performed better than those of the controlled class for the same topic in limited time.The experimental study remains some implications for future English writing teaching: A. the requirements for teachers become higher. B. students'interest and confidence are key factors to improve their writing abilities.Though process approach to writing teaching is proved to be reliable and effective, there are also limitations existing. First, as there is no special writing class in senior high courses and each stage of process approach requires a certain amount of time, it is impossible to fully carry out every stage. Second, as the number of students in English class in China is large, the teacher can not make sure that every student has participate in the writing process and help solve the students'problems during the teaching.The process approach has raised the students'interest and confidence, developed their ideas, and cultivated their competence of cooperation and communication with other team members. All these benefit them to achieve the final goal of English learning——communicating in the real world. Therefore, it is worth exploring the further implementation of process approach the future writing teaching.