Application Of Process-based Pedagogy To The Teaching Of English Writing In Junior Middle School

In china, especially in Junior English teaching, people always ignore theimportance of writing teaching. Most English teachers pay more attention to student’swriting product, but not writing process, that is: the product approach, put emphasison lexical, grammar, structure and form, pay no attention to the content of the writing,therefore, students lose confidence and interests to English writing, feel bored, somestudents even don’t want to write. To the weakness of the product approach, teacherteaching should use a new approach, that is the process approach, pay attention tostudents, to writing contents but not writing form, based on communication theory,explore the content of student’s production, develop student’s communication abilityand thinking ability. Therefore, this thesis try to use process approach in juniorEnglish teaching, to change student’s attitude towards English writing, and improvestudent’s English writing ability. The main theory applied in the thesis is cooperativelearning theory and communicative theory. The main research method is literaturereview method, questionnaire survey method, observational method and empiricalanalysis method.The experiment lasts a term. The subjects are two classes in Junior Grade threefrom Yan An Shi Yan middle school. Four instruments are employed in this study: twoquestionnaires, pre-test and post-test. During the experiment, process writing isapplied in experimental class, including prewriting, drafting, reviewing, revising andrewriting. But controlled class doesn’t. The result shows that the process approach can change the student’s attitudestoward writing, can strengthen interests and confidence; and also can improve thestudent’s writing competence.