An Empirical Study On The Application Of Process Approach To English Writing Teaching In Senior High Schools

The teaching of writing is a very important part in the requirements of English syllabus.As an output form of language,it has always been the focus in the field of language teaching in China.English writing teaching for senior high school students in China has very clear aims and tasks.However,the present situation of high school English writing teaching in China is not optimistic.The students feel it very difficult to write in English.When it is time to write,they often feel that they have nothing to say and the articles written by them are full of mistakes.They use Chinglish a lot.The traditional way of teaching English writing in classroom is that teachers lecture while students experience passive acceptance and then the teacher mark the articles after class.The whole process bounds students' thinking ability,being a waste of time,and it cannot let the students get corrected by the teacher,which results in a negative emotion.Although teachers has been aware of the importance of the teaching of writing and the present situation of the students,the pressure of the exam-oriented education and the time limits all make teachers have to constantly cut down the time for writing training.The teachers just do it for exams.Teachers postponed the training until the third year in high school.However,most teachers still use the traditional teaching method.Therefore,the students have gained little.This thesis isbased on the author's own teaching experience.The author made experiment on the classes taught by the author.Through the analysis of the results of the experiments on the classes the author are teaching,the author got the following findings: as high school English teachers fighting in the front line of the college entrance examination the application of Process-based Approach is a more efficient way to improve the students' ability in English writing.The aim of this thesis is to do the relevant literature data collection and study the theory of literature on the basis of the study of the application in the teaching of writing from the scholars both domestic and foreign and at the same time,do the comparison combined with the author's own teaching practice.This thesis have done the empirical research on the application of Process-based Approach teaching in English writing in senior high school,and tried to prove the hypotheses:(1)The application of Process-based Approach can positively influence the students in the following aspects: as to improve students' learning interest,help students better understand their writing process,and develop good writing habits.(2)The interactive revision and evaluation between teachers and students plays an important role in improving students' writing grades.This thesis used the survey and the experiment method,and also used a combination of qualitative and quantitative research methods to dothe statistical analysis.The researcher carried out a teaching experiment lasting for one semester on the two classes(one liberal arts and the other science)in the No.1 Middle School in Yongzhou city.Before the experiment,two classes of students were measured by questionnaire investigation and the researcher do the analysis of the questionnaire about learners impression on writing class and the evaluation of their self writing ability before the experiment.After the test,they were measured by another questionnaire survey to know whether there are some changes in students' writing mentality and writing quality.The experiment used the design of group pre-test and post-test experiment method.The objects were divided into two groups,one experimental groups and the other control group.The experimental group received the Process-based Approach.The control group,received only the traditional teaching method,and they do not receive the evaluation process teaching method and its corresponding repeat evaluation.Finally,through the analysis of the data and results,the researcher got the expected results as follows:(1)After the experiment,students in the experimental group,compared with control group,were more efficient to understand their writing process and they developed good writing habits.(2)After the experiment,the repeatedly interactive revision and evaluation between teachers and students are more effective in improving students' writing grades.This thesis theoretically discussed the feasibility of the application and effect that the Process-based Approach is on English writing class in senior high schools.And this thesis practically provided the research data and information of the effect on the students in senior high schools when the Process-based Approach is used in English Writing Teaching,and the thesis also sought the operable strategy of the application of Process-based Approach in English writing teaching.