A Comparison Of Process-oriented Approach And Product-oriented Approach In Senior High School English Writing Classes

Writing, as one of the four fundamental language skills for communication, can not only help students learn the language more effectively, but also reflect the students' language-using ability objectively.The new curriculum standard for senior high school English has put higher requirements on students' English writing which plays a significant role in English teaching nowadays. However, English writing is still a serious problem for senior high school students. So in order to figure out the problem and improve students' writing abilities, this thesis tries to make a comparison of the teaching effect between product-oriented approach and process-oriented approach, trying to find out the more suitable one. Moreover, this thesis tries to answer the two questions below:1. Which approach could motivate the students' interests and enthusiasm in English writing, product-oriented approach or process-oriented approach more effectively?2.Which approach could improve students' writing competence more efficiently, product-oriented approach or process-oriented approach?Therefore, the author conducted a teaching experiment between Class 7 and Class 8 in Grade One during her internship in Fuzhou Huaqiao senior high school. Before the experiment, the author had collected students' English scores of senior high school entrance examination as a reference and had a test for students before the experiment, and found that the two classes have the English competence of the same level, so one of them was randomly chosen as the experimental class taught with the process-oriented approach, while the other class was chosen as the control class taught with product-oriented approach. Furthermore the author has gave out two questionnaires before and after the experiment to survey the students' attitudes and interest in English writing. Later, a post-test was carried out for the students, and finally, the author collected and analyzed the relevant data which had been collected.By analyzing the collected data, the author learns that compared with the students in the control class, the students in the experimental class taught with the process-oriented approach had a higher score and become more confident and more interested in English writing. So the author draws a conclusion that process-oriented approach is an effective way of improving English writing teaching and students' writing ability in senior high schools.