A Study On The Effect Of Applying Process Approach To The Teaching Of Senior English Writing

This thesis presents a descriptive and quantitative study of process approach in English writing. The author puts forward two hypotheses: 1) Applying process approach will have more positive influence on the senior students' attitude toward English writing than applying product approach; 2) Applying process approach will have more positive influence on the senior students' English writing proficiency than applying product approach. Based on the experiment conducted in Lanlian No. 1 Middle School, the thesis has analyzed the improvement on students' attitude toward and proficiency in English writing. Accordingly, the thesis has come to the conclusion that process approach is a very effective method for teachers to adopt and for students to follow in their English teaching and writing respectively.The present study is composed of six chapters. Chapter One serves as an introduction to the purpose and importance of the study. Chapter Two deals with the approaches to teaching EFL writing and a review of the study on process approach home and abroad. Chapter Three outlines the theoretical framework from three different related theories: Swain's comprehensible output hypothesis, constructivism and Flower and Hayes' cognitive process theory. Chapter Four is the research design of the study which involves an experiment conducted in Lanlian No.1 Middle School. Chapter Five introduces the sources of data collection, and then analyzes the data available, and finally comes to a general discussion. Some major findings of this thesis are concluded in Chapter Six, which have turned out to support the hypotheses put forward previously and some limitations and implications are mentioned as well.It is hoped that this thesis will help the high school English teachers have a better understanding of process approach and more and more teachers can apply this approach to their own teaching practice.