Teaching English Writing To High School Students In Process-orientcd Approach

The Ministry of Education of the People’s Republic of China (MOE) issued HighSchool Curriculum Project (Experimental) and Ordinary High School EnglishCurriculum Standards (Experimental), which require that the high schools’ students beeducated how to use English practically in written form.2012College EntranceExamination Directions (Guangdong)—English Subject, elaborated on students’writing skills more: examinees should write compositions on the basis of the subjectdemand, clearly and coherently, with English language learnt. However, the scores ofwriting in National Matriculation English Test, which examinees have got in recentyears, have not met the requirement. Meanwhile, students’ writing abilities have notbeen promoted yet clearly. Hence, developing their writing abilities is the path toeducate their English language skills.At present, the process-oriented approach and the product-oriented approach are themost popular approaches in teaching English writing. The thesis aims to compare theapplication of the two approaches in Senior High School, and attempts to prove theprocess-oriented approach is more effective in teaching students’ English writing andeducate their writing skills.The thesis is based on three hypotheses:(1) Both two approaches are useful for improving senior high schools’ students’English writing scores.(2) The process-oriented approach is more useful for improving senior highschools’ students English writing skills than the product-oriented approach.(3) The process-oriented approach is more effective to interest senior schools’students and to encourage them, for English writing, compared with theproduct-oriented approach.100students of Senior Grade2from Class5and Class6, Dongguan Middle Schoolin Guangdong, were chosen as subjects. The two classes have been providedproduct-oriented and process-oriented approaches separately and naturally for asemester, about20weeks. Both classes were required to take a survey and a pretest andat the beginning of the study, and another survey and a posttest after it.The result of the study shows that the process-oriented approach is more effectiveto interest senior schools’ students and to encourage them, for English writing,compared with the product-oriented approach; and that the process-oriented approach ismore useful for improving senior high schools’ students English writing skills than theproduct-oriented approach.