On English Writing Instruction To Art-oriented Students

Writing is the basic language ability necessary in our life, study and work. It can help students master language effectively and improve students' integrated language level. Therefore, more and more attention has been paid to the teaching of English writing in recent years.Art-oriented students are a special group in the secondary schools. Compared with the students not gifted in arts, they show specific gifts in arts and distinct personality, while, on the other hand, their academic performance leaves much more room for improvement, especially their performance in English learning. In view of their cognitive foundation and cognitive characteristics, how to work out the teaching method of English writing suitable to this group is what often puzzles me in my teaching practice. Meanwhile, how to sparkle their interest in writing and engage them in the writing process and how to help them learn to write and improve their writing ability in a relaxing and pleasant atmosphere are also problems in my consideration.To begin with, in the study, which is based on a survey, the author analyzes the individual features of the art-oriented students and their English learning styles. Then, on the theoretical basis of the task-based teaching and the process writing, the author puts forward a task-process joint model (TPJM) in teaching English writing. The task-based instruction encourages people to use language in real situations and emphasizes the language input and linguistic form, while the process-writing focuses on generating ideas and the process of writing. This model is a synthesis of both teaching methods. According to the TPJM, the writing process can be divided into three phases:(1) pre-writing observation and data-collecting, (2) writing and self-evaluating, and (3) revising and reflection phase after writing. In this model, much emphasis is laid on the accumulation of information and the planning of the essay before writing, at the same time, revising and reflection between students are highlighted. After that, the author carries on an experimental study and argues the validity of this model by data statistics and analysis.The results show that the TPJM helps develop students'interest and confidence in English writing and in return greatly cultivate students'ability of cooperation and autonomous learning. And it also has greater effects on the improvement of students' writing skills and their comprehensive English ability than the traditional product approach.At last, the author sums up the whole thesis and reflects upon her work just to predict possible modification.