A Comparative Study Of Product-based And Process-based English Writing Teaching In A Senior High School

Writing is generally considered as one of the four basic skills of language ability and it can objectively reflect the students’ comprehensive ability of using language. As writing ability is required to be much higher in the new high school curriculum standard,training students’ written ability has been put in a more important position. China’s high school students’ English writing level, however, is not optimistic. In order to change this situation, it is necessary for us to explore more effective teaching methods to improve the efficiency of high school students’ English writing ability.In order to explore the effectiveness of product-based approach and process-based approach on improving high school students’ English writing ability, and also analyze the changes of language accuracy, grammatical complexity and context coherence in students’ English writings after the training, the author takes students from senior grade 2 class 320 and class 321 of Chenxi No.2 high school as the research subjects to operate the three-month teaching experiment.This study contains qualitative and quantitative research. The author applied product-based approach in experiment class 1(n=30) and process-based approach in experiment class 2(n=30). All participants in class 1 and class 2 are taken pre- and post-test and the results of the experiment are analyzed with SPSS 22.0. The statistical analysis indicates that both product-based approach and process-based approach help senior high school students improve their English writing ability and the process-based approach is more effective in improving Chinese senior high school students’ English writing quality than the traditional product-based approach. Besides, process-based approach tends to be more effective than product-based approach in improving senior high students’ English writing ability in terms to accuracy, complexity and coherence.Frankly speaking, the study of comparison between the two approaches is still at an exploratory stage. In conclusion, there may are some limitations in this study, so it is hoped that future research may overcome them and reveal more information about the role of English writing teaching method in different settings.