| English writing ability plays an very important role among the fiveabilities一listening, reading，speaking, wring, translating to English learners.In NMET，because there is a significant proportion of writing, practicingwriting well becomes more and more important. Thus，much attention how toenhance the ability of writing should be paid to by teachers and students.English writing is the most challenging course for the majority ofstudents, because our teaching methods still fall behind and follow thetraditional product-oriented approach, which has been used in our Englishclass. In the traditional product-oriented approach, most of teachers givestudents the writing content and pay no attention to the analysis to the writingitself, which makes students meet with a lot of difficulties and let them feelhard. Finally, they lose conifdence and interest in wirting and give it up.Process-oirented writing that the thesis refers to is to make studentslearner-centered, who make use of all they have learned before and fromothers, where the teacher needs time and patience to exercise them to think,reflect, summarize, analyze and write the passage finally and teachers to workas a guide or an assistant. In the entire process of writing, the teacher does not "dominate but gives appropirate guides and helps rather than simply assign atopic and then grade the final products. In the entire process of writing, theteacher will divide writing into several stages, where the teacher makestudents eliminate the fear to writing and build up conifdence. Eventually,students can writing well and make a positive on other abilities in English.With the process-oriented approach, the purpose in this study is to try toanswer the following research questions:①Isit helpful that the process-oriented approach can change the st’udentsattitudes to writing and build up confidence?②Is it effective to improve the students’ writing ability?Therefore, the author applies the process approach to the writing teachingpractice in order to improve students’ wirting ability.The experiment lasts four months to experiment, collect data and write the thesis. There are98students in Senior Grade Two who become The experimental subjects fromBinHe Middle School in wuhai，Inner Mongolia. Two classes are the samelevel in English. The one is chosen as an expeirmental class and another is acontrol class. The experimental class is taught through process approachhile the control class is product approach. Author will adopt threeinstruments in this process to prove the research questions: two questionnaireswhat attitude to English writing the students have and wheth，er studentsattitudes, briefs and interest have changed to writing before and after theexam; five compositions which are used for practice and birng up their abilityso as to assess whether their writing performance has changed before andfinal exam and the pre-test and final exam which shows the evidence whetherthe students impro’ve their ability and measure the students change in thegrades and writing part., at last of the stage of the research, the authorcollected some relevant data of their exams and questionnaires to analyze.The Author makes compassion between the EC and CC, and get theresults:①Duirng four months to practice, The students feel it easy to writea good passage and become more confident than before.②It is useful andefficient for the students to get higher grades than before and improve writingability by the process approach.The study author has experimented for four months proves what aneffective approach process-oirented approach is to improve English writingand a valuable tool to help students to realize signiifcant growth the andefficiency when they go through writing stages. The approach make thestudents master the key how they improve writing skills and help them realizethe importance to think, interact and cooperate with others to solve thedifficulties in their study. Thus, author thinks that what a good one theprocess-oirented approach is that all teachers should try. |
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