Information-structure-based Experimental Study Of "The Teaching Mode Of Process Writing" In Junior Middle English Instructions

Language education is one of the important contents of ethnic education in our country.With the popularization of English education in recent years,the English education in minority areas has been developed rapidly.But unlike the Han students,English is the third language under the bilingual education policy for minority students,so how to make them learn English better and how to improve their English are worth our exploring.According to the holistic learning conception,English learning is based on the acquisition of language knowledge,such as vocabulary,syntax and language rules,and its ultimate goal is to use the language properly.As one of the four skills of English learning,writing ability is the core indicator of English learners' integrated linguistic competence,it is not only related to the learner's linguistic knowledge,but also an important embodiment of language consciousness and humanistic quality.Therefore,how to improve the minority students' writing ability has become the problem which English teachers have to solve urgently.Based on the perspective of information structure,this research takes minority students and Han students who are from a middle school in Shihezi,Xinjiang as the subjects(the minority students as the experimental class,Han students as the control class),using the “The Teaching Mode of Process Writing” to study students' discourse information structure and information knots of English writing..This study intends to figure out three questions: 1.What are the features of the students' discourse information structure and information knots of English writing before the experiment? 2.Are there any differences between the minority students and Han students' discourse information structure and information knots before the experiment? If there are,what are they? 3.Does “The Teaching Mode of Process Writing”have a positive impact on the minority students' discourse information structure and information knots of English writing after the experiment?It is found: 1.Before the experiment,the main features of their information structure found are that the levels are few and the extensibility is not strong;There are inadequate information knots and their distribution is unbalanced;2.There are no significant differences between the minority students and Han students' information structure and information knots before the experiment;3.Based on the between-group and in-group analysis,“The Teaching Mode of Process Writing” has a positive impact on the information structure and information knots of English writing.The research offers three pieces of advice on the teaching of English writing in the Xinjiang minority region:1.In the knowledge of writing teaching,English teachers need to change their traditional cognition about teaching of English writing as outcome and recognize the concept of process writing theoretically and fundamentally;2.In the process,teachersshould always adhere to the process principle,resource principle and heuristic principle in order to help them learn how to formulate a piece of writing;3.In the evaluation of students' writings,teachers should adopt a variety of evaluation modes to improve students' interest in English writing through interaction and cooperation,so as to improve their writing proficiency.