The Effectiveness Of The Process Approach To English Writing Teaching In Senior High Schools

Being an essential way to output what the a language learner have learned, writing is commonly considered significant in English teaching, especially in high schools for the reason that writing can not only show a student’s thinking ability but also his competence to express and communicate. In the New Senior High School English Curriculum Criterion, the requirements for senior high school students’ writing ability are higher; in the CEE, writing is also an important way to test student’s ability of using English as a foreign language. However, despite the attention paid by teachers and the efforts made by students, there exist some problems in the teaching process of writing in high schools. First, as for the roles, teachers are always the dominators and students are passive receivers. Second, in terms of the teaching approach, most teachers still focus on the product and ignore the process of writing, and as a result, students cannot improve their writing ability and efficiency. The ignorance of process also makes timely direction and feedbacks impossible.Therefore, much attention has been paid to the theory of teaching approach of writing and the Process Approach based on the theory of Cognitive Psychology came up. Compared with the traditional approach focusing on the product, the process approach focuses on the writing process, highlights evaluation and feedback, and emphasizes the communication in the teaching process, which contributes to arousing students’ interest and improving writing ability. And this thesis concentrates on how to apply it into the teaching of writing in high school.It is hoped that this thesis can help senior high school teachers to have a better understanding of the Process Approach and help improve the quality of their writing teaching.