The Comparative Research Of The Process Approach And The Product Approach On English Writing Teaching In Rural Senior High School

The skill of writing is concerned as the most difficult of the four basic linguistic skills-listening, speaking, reading and writing. The theory of teaching writing approach in china have been developing with the theory of teaching writing approach abroad, which have been useful in teaching writing approach , among which the process approach and the product approach are mostly studied thoroughly . The subjects of those experiments are college or senior students in cities, who have good basic English language skills. In this dissertation, the author will contrast the practical efficiency of process approach and product approach in improving rural senior students' English writing abilities in proficiency through experimental research, then to prove the process approach more suitable than the product approach in English teaching in countryside. The study includes three hypotheses:(1) Both approaches have the same contribution to obtaining the ability of English writing for senior students in countryside;(2) Process approach is more effective than product approach to improving the ability of English writing for senior students in countryside;(3) Process approach practices much better than product approach to build up the students'confidence in writing and to inspire students'interests in writing and cultivate students' active attitude in writing.107 students of Grade 1 from Changbaisan Number Three Senior High School participated in the study as subjects for one year. I divided the students into two groups. were. I provided product approaches and process approaches respectively for them. At the beginning of the experiment I gave them a pretest to decide on their writing proficiency. In order to reveal the chang as exactly as possible I gave two groups four post tests . At the same time, I handed out three questionnaires to the students during the experiment, In oder to find the purpose of examining the changes in the participants relating to their attitudes towards writing.In the study results, the subjects under the instruction of process approach and product approach achieve the same English writing abilities and interest in writing. But process approach is more effective to broaden the ideas of English writing and to inspire the interests of writing. During process approach writing class, the students gain more awareness of cooperation and confidence in writing, and they improve their abilities of independent thinking and problem-solving more effectively. Although the students achieves great progressions of writing under the instruction of this method,yet it takes a comparatively long period of time; while the product approach is easy to apply and make a good result, which is not available for all the subjects and can't last for long. The style of product approach is inflexible, which make students tired. So the product approach can't improve the achievement of students for a long time.The result of this study shows that we should take different approaches for different concrete situation. During the teaching, we should use the process approach and the product approach flexibly to improve the abilities of countryside students. At the same time, we should explore and develop the process approach continually, we can use this approach effectly in our English writing classes ,then we can do a little contribution to English teaching in countryside.