A Study Of The Application Of Process Writing Approach In English Writing Teaching At Senior High Schools

With the development of globalization,English plays a more and more important role in daily life.Therefore,English becomes more and more important for students in senior high schools.Listening,speaking,reading and writing are the four basic skills in English learning.Writing ability can not only reflect students' ability to use English comprehensively,but also play an important role in College Entrance Examination.However,the present situation of writing in most senior high schools is not satisfactory.According to observation,most senior high school students have the following problems in writing.Firstly,when given a writing assignment,most students do not know how to begin their composition and what to write.Therefore,most students complete their compositions perfunctorily.Secondly,there are many lexical and syntactical problems in students' compositions because of their poor writing skills,which causes students to lose interest in English writing.At last,there are also logical confusion and inconsistency in the organization of language.These problems are caused by the application of the traditional writing teaching methods for a long time.For a long time,traditional English writing teaching methods have played an important role in senior high schools English class,which caused most students to overlook the importance of the process of writing.Therefore,it is necessary for teachers to explore a new English writing teaching method to help students improve their English writing ability.In the middle of 1970 s,America linguist Wallace Douglas put forward process writing approach,which advocates the process of thinking,drafting,peer revision,revising,editing and teachers' feedback in the process of writing.The purpose of this English writing teaching approach is to arouse students' writing interest and improve their English writing ability.According to the process writing approach,students can obtain some opinions from their partner and explore the problems in their writing.Therefore,this thesis offers a study on the application of the process approach to English writing teaching in senior high school.It aims to testify the effectiveness of the process writing approach in senior high schools.Thus,the researcher puts forward following two questions to testify the effective of the process writing approach.1.What are the advantages of the process writing approach compared with the previous English writing approach?2.In what aspect can the process writing approach improve students' writing ability?The subject of this experiment are 98 Grade one students who come from different classes at No.17 Senior High School of Kaifeng,and the experiment is last for nearly four months.The researcher divides the two classes students into experimental class and control class in order to conduct the experiment well.There are 48 students who adopt the process writing approach in their English writing class in experimental class while there are 50 students in control class and the teacher insists on the previous English writing approach.The researcher use the interview,questionnaires,pre-test,and post-test to conduct the experiment and draw some conclusions in the final of the experiment.The results of the experiment show that the process writing approach can not only change students' attitude toward English writing,but also improve students' language organization,words using,and cooperative learning ability.However,the time and subject of the experiment are so limited that there exist occasionality in the result of the experiment.Therefore,there should be further studies of the application of process writing approach to English writing teaching at senior high schools.