The Study Of The Application Of The Process Approach In High School English Writing Teaching

Writing is one of the four basic skills that learners must master when learning English.Meanwhile,as an important carrier of learners' English output competence,writing also has its communicative function.In recent years,the curriculum standard of our country has made higher requirements for students' English writing competence.At the same time,the proportion of English writing scores in the College Entrance Examination has also prompted teachers to pay more attention to the cultivation of students' English writing competence.However,in the teaching practice,the effect of English writing teaching is not very satisfactory.On the one hand,writing teaching tends to be rigid and outdated.On the other hand,students lack writing interest and skills,thus their writing performance is poor.For this reason,the researcher tries to carry out the teaching practice of the Process Approach in high school English classes.In this study,the researcher-takes the Grade Three students in two classes of a high school in Nanjing as the research object and the Process Approach and Communicative Theory as the theoretical guidance,trying to explore whether the Process Approach has a positive effect on improving students' English writing performance.This research mainly focuses on the following three questions:1.How does the Process Approach affect students' writing habits and attitudes towards writing?2.From the perspective of expression and application,how does the Process Approach affect students' writing performance?3.From the perspective of content and structure,how does the Process Approach affect students' writing performance?Based on these three questions,the research mainly applies the questionnaire survey method and the contrasting experiment method.The researcher conducted a three-month teaching practice.By setting up the experimental class and the controlled class,the Process Approach was applied in the experimental class,while the Product Approach as usual was applied in the controlled class to carry out the contrast study.Besides,the experiment data was collected by questionnaires,writing tests,interviews and classroom observation.The research results show that:1.The implementation of the Process Approach can help students change their writing habits for better,enhance their writing self-confidence and interest,thus forming the correct attitudes towards writing.Through the implementation of the Process Approach,students think that writing becomes more vivid and interesting,and they cultivate the habits of thinking,mapping and discussing before writing,outlining and drafting while writing and revising and modifying after writing.Their awareness of cooperation and competence of communication are also enhanced through group work.2.From the perspective of expression and application,the Process Approach has a positive effect on improving students' writing performance and students in the experimental class get higher scores in this perspective.In syntactic complexity,students begins to try some more complex sentence patterns.They change from using simple sentences to trying to use some advanced sentence structures like attributive clauses and absolute structures.In lexical richness,students also try to replace simple words with some more advanced vocabularies,and errors in spelling and usage are reduced.In language authenticity,the appearance of Chinglish is greatly reduced,and the language appears more authentic in real contexts,which fully embodies the communicative function of writing.3.From the perspective of content and structure,the Process Approach has a positive effect on improving students' writing performance,and students in the experimental class get higher scores in this perspective.In content,students improve from simply covering all the required points to expressing deeper views on the topics.In cohesion,students' errors decrease,such as the lack of cohesion and mistakes in match and usage of cohesive devices.Though there shows no significant improvement in language organization,it can be observed that the inherent logic of the compositions is enhanced.Therefore,in the future writing teaching practice,the Process Approach can be applied to improve the teaching effect,but at the same time teachers should pay attention that the implementation method should be flexibly adjusted according to the specific learning condition.