The Application Of Process Approach To English Writing Teaching In Junior Middle School

English writing is not only a difficult point in English teaching, but also a main point in testing students’ English learning ability. Therefore, we should pay more attention to improving English writing teaching.Traditional English writing teaching (Product Approach) emphasizes the final product of students’ writing and the accuracy of grammar. The disadvantage of Product Approach is that it ignores cognitive factors in the whole writing process, which leads to the phenomenon that a majority of students have little interest in English writing. Therefore, this research based on cooperative learning theory and communicative theory, explores to apply Process Approach to English writing teaching in Junior Middle School and tries to solve the following two questions:1. Is Process Approach helpful to improve students’ English writing interest and confidence?2. Is Process Approach effective to improve students’ English writing ability?Subjects for this study were students from an ordinary Junior Middle School in Henan. In the experiment,38 students were chosen for the experimental class (EC) and 34 students for the control class (CC). While the teacher applied Process Approach to English writing teaching in EC, students in CC were taught with Product Approach by the same teacher in English writing classes.The research consists of two stages:the preparation stage and the experimental stage. During the first period, the author studied the related theories, designed experiments and prepared the materials needed for the action research. Besides, two questionnaires were delivered to research subjects in order to know about students’ attitudes towards English writing. In the second period, the author compared and analyzed students’ English writing performance in the experimental class and the control class through pre-test and post-test. Finally, a post-questionnaire was designed for students in the experimental class to learn about students’ writing attitudes. Through the experiment, the research results show that:1. In the experimental class, students’ writing interest and confidence are highly enhanced;2. In the experimental class, students’ writing content is rich, the language is fluent, the structure is well-organized, and students’ writing ability is efficiently improved.Based on the research findings above, this research offers some suggestions on how to better apply Process Approach to English writing teaching in Junior Middle School. First, teachers should put students at the center of the class and give guidance in the process of students’ writing. Second, teachers should skillfully design writing tasks and create a relaxing atmosphere to stimulate students’ interest in writing. Finally, teachers should guide students to consciously use some writing strategies.