The Application Of Process Approach In English Writing Teaching In Junior High Schools

Writing is a crucial part of language competence,but English writing teaching has been haunting junior English teachers all the time in China.In English tests,the writing part accounts for 8 points out of 100 for Grade Six and Seven,10 points out of 100 for Grade Eight,and 20 points out of 150 for Grade Nine,but many students have always performed poorly in writing.Therefore,it has become an imperative project to improve students' writing ability in seminars of junior English teaching.With the application of the pedagogics of process writing,the teacher guides students through four stages,that is,brainstorm,draft,edit and proofreading patiently and initiate their subjectivity and creativity to the utmost.In this thesis,on the basis of behaviorist theory,and with the purpose of encouraging cooperation between the teacher and students and co-work and mutual evaluation among students,the writer investigates the pedagogics of process writing and explore a teaching model that can enhance students' English writing competence.This paper makes a comparison between process writing and product-based approach and makes an experiment in two classes in a middle school in Shanghai,one for experimental class and the other one for control class.The pre-test and post-test of the compositions of two classes are marked by the writer based on the scale of marks from the district in terms of content,structure and talent.The writer of this paper also makes the research into the present situation of English writing and holds talks with the teachers.This paper comes to the conclusion that process writing is beneficial for students' writing ability.Meanwhile,students gradually enlarge their grammar knowledge and vocabulary,understand logic and coherence between the lines and improve English writing skills and language comprehensive abilities.