An Empirical Study On Application Of Product-and-process Approach To Intermediate Writing In TCFL

In teaching Chinese writing as a foreign language, the intermediate stage is a key transition period. On the one hand, students who have just entered this stage are relatively weak in writing, and on the other hand, all kinds of courses and examinations have put forward higher requirements for their ability to "write". So, it is urgent to improve students’ Chinese writing ability at this stage in a short time.As the most common methods in teaching writing as a foreign language,the pros and cons of product approach and process approach have been confirmed by practice.Scholars believe that product approach attach importance to the form of writing, and process approach attention to the content of writing. Therefore,some scholars have proposed the combination of product approach and process approach in teaching Chinese writing as a foreign language, but the feasibility and validity of integrated approach need to be proved by practice.This paper explores and analyzes the impact of product-and-process approach on students’ writing level in an experimental way. Students from the intermediate classes of CICE, CCNU participated in this 16-week teaching experiment. In four months time,integrated approach and process approach have been relatively used in experimental class and control class to guide writing. The study solves the problem of how to choose the two methods, and proves that integrated approach is more effective than mere process approach to improve the writing ability of the students.The experimental results show that under the guidance of the integrated approach,students in the experimental class generally mastered the correct format of Chinese writing and the usage of commonly used punctuation marks. Most of the students can write 150 Words in 15 minutes. Compared with the control class, the experimental class’s exam-taking ability is significantly better, writing content is more abundant and words are more varied. But in the accuracy of language use,the experimental class slightly inferior to the control class.There are five chapters in this paper. The first chapter is the introduction, which explains the reason of the topic selection and the significance of the research, and expounds the research results of the predecessors in this field. The second chapter introduces the theoretical background of this paper, that is, the theory of product approach and process approach, and puts forward the idea of integrating the two approaches. The third chapter analyzes the teaching object and teaching content, find out the basic situation of students, the existing writing level and learning needs. The fourth chapter explores the impact of integrated approach on writing levels with evidence through the design and implementation of the teaching experiment. The fifth chapter concludes the paper and points out the problems and shortcomings.