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

Writing,as one of the four communicative skills in language communication,can not only help students effectively master the knowledge of language and promote their internalization of language knowledge,but also reflect students' comprehensive ability from an objective point of view.As the requirements of English curriculum standards in junior high school,English writing in the test becomes more important and difficult.However,the current situation of English writing teaching in junior high school in China is not satisfactory.Although both teachers and students have made a lot of efforts,it is still very difficult for most students to write in English.They generally think that they have nothing to write or the Chinglish is everywhere.Therefore,teachers should pay more attention to improving the English writing teaching in junior high school.In the traditional method of English writing teaching,the main method is Product Approach.This approach emphasizes the accuracy of language,attaches importance to the students' writing results,and ignores the student's writing process.The Process Approach based on cognitive theory encourages students to write independently,emphasizing the cooperation and interaction between teachers and students and among students,which is conductive to stimulate students' writing motivation.Therefore,this thesis,based on Interaction Hypothesis and Cooperative Learning Hypothesis,attempts to apply the Process Approach to English writing teaching in junior high school.This thesis intends to solve the following problems:(1)What are the problems in English writing teaching in junior high school ?(2)Can the Process Approach effectively improve students' English writing interest? If it can,How does it improve?(3)Can the Process Approach improve students' writing ability? If it can,how does it improve?Therefore,the thesis did the experimental study in Xin Ren Middle School during the internship.Students of two classes were chosen to be the participants.Class Five was the Experimental Class,which was taught with Process Approach.Class Three was the Controlled Class,and this class was taught with Product Approach.This study was divided into two stages: The first stage was the preparatory stage.Before the teaching experiment,the thesis has studied relevant theoretical knowledge to design the experiment,and used the questionnaire to survey student's writing status,including interest and ability in English writing.The second stage was the experimental phase.The thesis has conducted a five-month teaching experiment in the Experimental Class and the Controlled Class.Finally,the experiment result has been collected and analyzed.The research findings show that,indeed,there are some problems with English writing in junior high schools in China.The Process Approach can effectively improve students' English writing interest.The Process Approach can effectively improve students' English writing ability.Based on the theoretical study of Process Approach,this thesis explores how to effectively apply Process Approach to English writing teaching in junior high school.It also conducts case studies and uses data to show that the Process Approach is more effective in helping students improve their writing interest and ability compared with the traditional method.