A Research On The Application Of Process Writing Approach In EFL High School Writing Class

Writing, which is a vital competence in communication, can of course assist the students to get into the habit of expressing their opinions fluently and accurately in a certain language learning.The past years have seen a lot of heated discussions and debates on how to lead students to gain the writing ability in the field of English Language Teaching (ELT) for Chinese high school students. But the present Process Writing Method is still at the theoretical level. In other words, most researchers just concentrate on the theory and principles while not many people have done a lot of studies on the practice. What kinds of advantages do the new method have, compared with the traditional "product-focused approach"? Is it a good fit for senior high school students’ English Writing Course in China? With deeper and more intensive researches being carried out, we are required to do some practical and effective work to give the answers to these questions.This paper systematically makes a thorough study on the Process Writing Method and its essence, major features as well as the basic operational models. By using the method data analysis, the thesis mainly focuses on the current English writing in Tian Mu High School, emphasizes the necessity of innovating the traditional writing teaching model and analyzes the feasibility of the Process Writing Method both in theory and practice.Firstly, the thesis defines what the Process Writing Method is, probes into how it forms and what its essence and main features are.Secondly, the author carries out an experiment of 5 months in a Senior 3 class in Tian Mu High School by providing a variety of tasks for the students to test and verify the Process Writing Method, such as research work, week diary, free composition, relay-composition, e-mail, summary writing and English drama, with the purpose of encouraging students to write more and getting a lot of timely and clear data about its effect on English writing practice. Referring to the experiment result, we can draw the conclusion that the students accept the new Process Writing method and have more confidence in their own writing ability and the usage of English, thus proving that the application of Process Writing Method has the practical value to the senior high school English teaching. We strongly take it that the teachers are sure to employ the Process Writing Method flexibly to try a new kind of English writing teaching model for the students preparing for College Entrance Examination in high school’s English Language Teaching (ELT) in China.Finally, the author puts forward the pedagogical implications in the future writing teaching, the limitations of the research and the future research directions. The author expects that the effectiveness of process writing can be greatly improved after this experiment.