A Comparative Study Of The Applications Of Product Approach And Process Approach To Senior High School English Wirting

In high school English teaching, teachers pay more attention to cultivating students’language skills including listening, speaking, reading and writing. Among the four skills, the lastone plays a significant role in English learning because it comprehensively reflects learners’language proficiency. What’s more, it is also one of the high school English teaching goals tomake students master how to write formal and informal articles.As for the English writing teaching approach, the traditional product approach has been inthe dominant position for two decades. This approach emphasizes the teachers’ leading role inteaching process and the importance of imitating model essays. Then the process approachgradually aroused the attention of some Chinese scholars and educators. Gradually, manyteachers apply the process approach to teaching practice. And this approach emphasizescollaboration among students for a certain writing topic including the following stages, such asbrainstorming, first draft, evaluating, second draft, revising and final draft. In this approach,students play the leading role. For several decades, different teachers tend to use differentapproaches in English writing teaching. And they hold their own view about which approach isbetter. However, many educators began to explore in which ways the two approaches canimprove students’ writing proficiency, and how to make the best use of two approaches.In order to answer the above questions, the author of this thesis carried out a eight-weekteaching experiment by using the experimental method, questionnaires and interviews toinvestigate the current situation of high school English writing teaching. After applying theproduct approach and the process approach to practice, an analysis is made of the results of theresearch to explore which approach is more suitable for high school English writing teaching,and in what ways they can eventually improve students’ writing proficiency. The purpose of theresearch is to help high school English teachers to recognize the advantages and disadvantages ofthe two writing approaches and know how to combine the product approach with the processapproach flexibly according to their specific teaching situation.