On The Application Of Writing Strategies In English Writing Process Of Junior High Students

According to China's new English Curriculum Standard(ECS)(2011)for compulsory education,listening,speaking,reading and writing are the four basic language skills.Writing,taken as one of the most important parts of language output,is a complex task,which embodies students' comprehensive ability in English.As previous studies suggest,the attention on writing process has positive impacts on English writing and teaching.Therefore,based on constructivism and communicative language teaching approach,this study tries to apply writing strategies to the process of English writing in a junior high school.The participants of this experiment are 39 students in Class Six,Grade Nine of Shehong Tuopai Experimental School in Suining.This experiment lasts for 18 weeks.Questionnaires,writing tasks and classroom observation are used in the study.This research can be divided into three stages: in the first stage,the subjects fill in the questionnaire about English writing strategies;in the second stage,process writing approach is applied to students' English writing and the teacher guides the students to use writing strategies by process writing approach;in the third stage,the subjects fill in the questionnaire again and the analyses of questionnaires and students' writing papers are conducted.This paper aims to find out the students' writing strategies and their characteristics by analyzing the writing process.The following are the conclusions of this study: firstly,in the process of English writing,junior middle school students use cognitive strategies,metacognitive strategies,memory strategies,compensation strategies,social strategies and affective strategies.Secondly,cognitive strategies are the most used by middle school students while affective strategies are the least used.Thirdly,students' writing strategies are positively affected in writing process.Based on the findings of this study,the author does some teaching attempts and gives some suggestions and implications to the teaching of English writing in junior high schools.