The Process Approach And English Writing Teaching In Vocational High Schools

China's current English curriculum standards emphasizes the cultivation of students' language competence and communicative ability, but in the field of English writing teaching in our country, the Outcome Method has been in a dominant position for a long time. Under the influence of it, teachers have been valuing the outcome of writing rather than the process of writing in writing teaching. When giving marks, they have just been emphasizing the correct form rather than the content of the students'articles. This teaching method that values the form but not the content heavily holds up the improvement of the students' writing level. Corresponding to this situation, the students commonly have a fear of English writing and no interest in it, especially for the students in vocational high schools. The reason is that most of the students in vocational high schools are the poorest students from different junior schools. They widespread have no interest in learning and lack confidence. Their foundations of knowledge are weak and the attitudes to learning are improper. Especially for English learning, they generally have embarrassing and fearful feeling. However, with the development of the situation, for most of the majors such as trade, tourism, hotel services, secretary, the students are required to grasp some knowledge of English, such as basic communication skills and English writing abilities, to say nothing of those who are going to take the entrance examination to college. Thus, this had to be drawn much attention and reflection. At the same time, the author has looked through all the relevant domestic English writing literature from 1979 to 2008, and it is all written for the students at college or for the students in the common high schools. There is not a single word about it for the students in vocational schools. This is the blank in this field. Slender contributions to the development of vocational education can be made, if a research can be carried out to get some beneficial results and experience. In addition, although most of the vocational students make no effort to seek progress, some of them want to take part in the college entrance examination to realize their dream. However, the English writing which accounts for the majority of scores is more difficult for them. If they want to get a breakthrough, they can also get help from it. If not for this, as for those who look for jobs after graduation or those who want to go on further studying, it is also beneficial to them, because the English writing ability is more and more valuable for most students in their future career planning. This is also the tendency of the situation. So, it is urgent to find out how to improve vocational school English writing teaching and the students' abilities in English writing, and to find an English writing teaching approach which is suitable for the students in vocational high schools. What is more, by the study of the Process Approach, it will let more teachers and students know, accept and use this approach, which has a real meaning in accelerating and promoting the reform of English writing teaching in China.The research questions in this paper are:Does the Process Approach have an obvious positive effect on English writing in vocational high schools?Can the sense of the students' cooperative learning be trained by using this teaching approach?In this research, the empirical approach and questionnaire are adopted.This study shows that the Process Approach does have an obvious positive effect on the student's English writing in the vocational high schools. Thanks to the implement of this approach, the level of the students' English writing in vocational high schools has been significantly improved. At the same time, the sense of the students' cooperative learning is trained. But there are still some shortcomings in this approach, especially in the Chinese circumstances. It is necessary for the teachers to combine other teaching methods in English writing teaching, especially in the teaching circumstances in China nowadays.The significance of this study is that, in theory, some researches are adopted to change the dated English writing teaching in vocational high schools by practicing this approach, and to find out how to effectively use this teaching model in English writing teaching in order to arouse the students' interest in writing and improve their writing abilities. In practice, the students' consciousness of cooperative learning and self-evaluation capacity are cultivated to develop their thought, thereby improving their integrated language skills and laying a good foundation for their future career planning and living skills. At the same time, through the study of the Process Approach, more teachers and students will understand, accept and use this approach, which has a practical significance in accelerating and promoting the reform of writing teaching in vocational schools in China.