The Application Of The Process Approach To The Teaching Of English Writing In Senior High School In China

This is a comparative study of the process approach and product approach in teaching of English writing in Chinese high schools with a focus on the latter. In this dissertation, I compare and contrast the practical efficiency of the process approach and product approach in improving senior student's English writing proficiency through an experimental research.The research is designed to test the following three hypotheses(1) Both approaches contribute to the gains of English writing proficiency for senior students;(2) Process approach is more effective than product approach in developing student's abilities in thinking, problem-solving and organizing paragraphs;(3) Process approach serves better than product approach to build up their confidence in writing and learn to cooperate with other group members.Study was carried out in a senior middle school in Anhui Province. Two classes of Senior One students of the same English Proficiency were randomly chosen as an experimental class and a control approach class. The study lasted four months with the experimental class using the process approach and the control class the product approach respectively. I collected some relevant data and analyzed them, using both qualitative and quantitative methods. At last conclusions of the study are drawn as follows: the subjects under the instruction of the process approach achieved more significant growth in English writing proficiency and interest in writing , built up more awareness of cooperation and confidence in writing, improved their abilities of independent thinking and problem-solving more effectively than those under the product writing instruction.