Study On Teachers’ Intervention In The Writing Process At Chinese Senior High Schools

At present English writing teaching in most senior high schools is not paid enough attention by the majority of teachers and teachers lack systematic and deep thinking in the teaching process, as a result, they often do not give enough guidance for students in the writing process, thus hindering the improvement of the level of teachers’ writing teaching and promotion of student writing skills. In this context, how to instruct students to write English compositions well within the limited hours and how to make students interested in writing has high research value. The author tried to intervene in students’ writing, using the word blocks, grammar and connectives as the entry points and guiding students before writing, while writing and after writing respectively in order to test whether the teachers’ intervention can improve students’ English writing level.The three questions the present thesis studies are:1. Can teachers’ intervention improve student’s writing interests in the context of student-centered and teacher-supplemented environment?2. How to intervene effectively in the students’ writing to assist students to use word blocks, grammar and connectives?3. Does teachers’ intervention in word blocks, grammar and connectives do good to students’ writing? The author conducted the experiment in the two classes that the author was teaching at that time. In the experimental class the author intervened in the word blocks, grammar and connectives to teach students, while in the control class the author used the traditional teaching methods to teach them. Through two years of experiments, experimental results show that teachers’ intervention in word blocks, grammar and connectives in the senior high school writing teaching is significantly better than traditional writing teaching model in improving students’ English composition writing. The students’ writing scores are higher than those in the control class, what’s more, it also promotes the improvement of the overall results of the English language. The experimental results prove that teacher’s intervention in word blocks, grammar and connectives can improve students’ writing level, encourage them to love English writing.The present research also has some limitations. First, experimental subjects are only two classes’ students in Dalian forty-eight senior high school, not entirely representing all high school students throughout China. Second, the author can not study the research topic in detail because of the heavy task of teaching.