An Empirical Study Of The Process Approach To English Writing Teaching In Senior Middle Schools

Since the end of the twentieth century, the teaching and learning of the English language have been gaining more and more concerns in senior middle schools of China. Teachers have all kinds of teaching methods for English listening, speaking and reading practice. Students can do well in these aspects. However, many students cannot write a good and complete composition after years of English learning. Through a questionnaire for teachers, a pre-test and a pre-questionnaire for students, it is found that the present situation of English writing teaching and learning in senior middle schools is serious. Many English teachers have realized the importance of English writing teaching, but they lack systematic and effective strategies and methods for writing teaching. Most of them still adopt the traditional product-based approach. They focus on the accuracy of the final products of students and neglect the problems and difficulties appearing in the whole writing process. Students have no interest and confidence in English writing. Teachers cannot fundamentally help students overcome and solve the problems in writing. Of course, the results of writing are far from satisfaction. In order to change the present situation of English writing teaching, the processes of English writing should be optimized to promote students to write their compositions effectively. Thus, based on the above investigation and comprehension, the author brings the process approach into senior English writing teaching.Based on Flower and Hayes'cognitive process theory of writing and the theory of communication, this paper attempts to guide the students to English writing with the process approach in senior middle schools and find out the effect of the process approach in senior middle schools by experiment. The paper focuses on the writing processes of the students, not the final products of them. That is, how they write their compositions. This research aims at making the students grasp suitable methods of every process of English writing and improving their writing ability. It is also intended to arouse students'interest and raise their confidence in English writing. According to the theory of the process approach, some important activities, such as generating ideas, organizing ideas and content, writing drafts, peer reviewing, redrafting, teacher response and final drafting, are organized to help students to cultivate their English writing skills and abilities. Some instruments, guidance and help are provided for students to make the process approach more manageable and effective.In order to find out the effect of the process approach in English writing teaching, a post-test, a post-questionnaire for students and an evaluation of the process approach are carried out to collect the results of the experiment. By analyzing and comparing the results of the experiment carefully, it can be concluded that the process approach is effective in helping students raise their interest and confidence in English writing. They are happy to take part in English writing activities and processes. Above all, it can improve students'writing abilities greatly.Though it has been proved to be successful and useful in the experiment, the process approach has its limitations. It needs much time to conduct the writing processes. Teachers must make sure that students take part in the writing activities and students are the center of the class. So the implications of this study for English writing teaching in the future are considered: 1) higher requirements for teachers in the process approach; 2) great importance of interest and confidence in English writing teaching; 3) the center of English writing teaching to be shifted; 4) more specific requirements and guidance of writing and so on.All in all, the process approach provides good methods for English writing teaching. It can make students realize the importance of the writing processes and cultivate students'writing abilities. By meaningful communication in the writing activities, students can develop, broaden and express their ideas. Further, they can achieve the final aim of English learning---communication in the real world. So it deserves our try and implementation.