A Study On Process-oriented Approach In College English Writing Teaching For Non-English Majors

Writing,one of the important aspects of the four basic skills(listening,speaking,reading and writing)in English learning,can show students' articulation skill and integrated ability to use language.However,there are some problems in English writing teaching for non-English majors in college,such as limited time for teaching English writing,inadequate guidance on English writing strategies,poor vocabulary and grammar,monotonic form of teaching evaluation,low validity of feedback and low learning motivation.This phenomenon arise author's interest towards English writing teaching in college.After doing some researches and discussing with some professors in college,the author finds out that although Process-oriented Approach is universally advocated in English writing teaching,there were also some disadvantages in Process-oriented Approach as time-consuming,causing difficulty in carrying out the Process-oriented Approach in English writing teaching in college.Thus,most teachers apply Product-oriented Approach to teach English writing for non-English majors in college.To overcome the typical disadvantages in Process-oriented Approach,the author optimizes the Process-oriented Approach by adding model presentation in Product-oriented Approach and making full use of Network and Communications as Weichat and www.pigai.org to develop a new form of Process-oriented Approach.This new Process-oriented Approach consists of brainstorming,outlining,model presentation,first drafting,peer revision,rewriting and teacher's feedback.The whole study process is intended to work out the answers to the following questions:Questionl:What is the effect of this new Process-oriented Approach on non-English majors' writing ability?Question2:What is the effect of this new Process-oriented Approach on non-English majors' attitude towards English writing?To find out the answers to the above questions,the author carries out the three-month experiment for non-English majors in Shaanxi Normal University.Ninety sophomores are involved in the study,which are divided into two average classes:Class 1(Experiment Group)and Class 2(Control Group).Thus,the present study adopts empirical research and qualitative research to investigate the effects of this new Process-oriented Approach on non-English majors'English writing ability and their attitude towards English writing in college,and probes into the main features as well as practical practice of Process-oriented Approach.Writing tests are used to examine students' English writing ability and the effectiveness of this new Process-oriented Approach.Questionnaires before and after the experiment as well as interview are applied to find out students' attitudes towards English writing and this new Process-oriented Approach.The whole study is made up of three procedures in the three-month experiment:pre-experimental stage,experimental stage,and post-experimental stage.In the pre-experimental stage,students are assigned a pre-test and a questionnaire in order to know their English writing situation.In the experimental stage,students are taught 5 writing tasks in accordance to CET with class 1 taught by this new Process-oriented Approach and class 2 by Product Approach.In the post-experimental stage,students are required to finish a post-test and a questionnaire with regard to students' attitude towards English writing.An interview isused as a qualitative supplement for 12 students in class 1 with advanced level,average level and underachieved level.With the completion of the three stages,all the data are collected and analyzed.Data from tests and questionnaires can be analyzed quantitatively by SPSS while data from interview can be applied to examine students'attitude towards English writing and the new Process-oriented Approach.It can be drawthe conclusion that this new Process-oriented Approach could better improve students'writing ability and attitude towards writing than Product Approach.Additionally,students enhance their motivation and self-confidence in English writing under this process-oriented Approach.They find writing English essay is much easier than before and they have formed effective writing habits.When asked their attitude towards this Process-oriented Approach,majority students are partial for model presentation and peer revision and teacher's feedback.Because they can expand their language input and imitate from the model to polish their English writings by model presentation,and they begin to know how to write an English essay and what to write.Besides,peer revision helps point out their errors more efficiently.Teacher's feedback uses various forms of teaching activities in and after class for students flexibly.However,the effect of this Process-oriented Approach on students shows a certain unbalance,with the advanced and median students benefit more under this new Process-oriented Approach while underachieved students make less improvement due to their low English proficiency.Finally,the author suggests that the Process-oriented Approach should be combined with other teaching methods flexibly in college English writing teaching.