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

Writing teaching,as an output form of language,has always been an important part of English teaching,which has been paid great attention to by Chinese language field for a long time.There are clear goals and tasks in Chinese senior high school English writing teaching.However,the present situation of English writing teaching in senior high school is not optimistic.Process writing is a kind of writing teaching method that attaches importance to students' writing process including six steps of pre-writing,first drafting,peer feedback,revision,teacher feedback and final drafting.(Applebee,1986)Process writing approach pays more attention to the communication between teachers and students,and between students and their peers,and emphasizes that students gradually grasp the ideological content expressed in the process of writing,so that students' thinking ability can be fully developed,thus improving students' writing ability.In order to further verify the effect of process writing approach on improving students' English writing ability,this study applies process writing approach to the English writing teaching of senior high school students and conducts a 10-week teaching experiment.This study randomly selects 108 students from two classes of grade one in Yi Ning No.8 middle school as the research participants.The control class uses the traditional writing approach to carry on the writing teaching,and the experimental class uses the process writing approach to conduct the writing teaching.Combining experimental data,questionnaire survey and text analysis,this paper aims to answer the following three questions:(1)Can Process Writing Approach improve students' writing achievements?(2)How does Process Writing Approach improve students' language usage,content and structure transition in the writing text?(3)Can Process Writing Approach improve students' writing attitudes and ways of writing?After the experiment,the data of pre-test and post-test and questionnaire are analyzed by SPSS 17.0,combined with text analysis,and the author draws the following conclusions:(1)Process writing approach can improve students' writing achievements.Through analysis,it can be found that students' mean score of post-test in EC(17.25)is higher than that in CC(15.75),and students' mean score in post-test of EC(17.25)is higher than that in pre-test(15.67);(2)Process writing approach can help students improve language usage,content and structural transition in their writing text.Through the text analysis of pre-test and post-test compositions,it is found that not only the accuracy of words used by students is improved,but also the use of advanced vocabulary and complex structures is increased,and the content is richer and more vivid.At the same time,the increasing number of connectives also makes the article more organized;(3)Process writing approach can improve students writing attitudes and ways of writing.After implementing process writing approach,students' writing interest and confidence have been improved.Students put more emphasis on the preparation before writing,and put more emphasis on language usage,content and structural transition in writing.Students focus more on peer feedback and teachers' feedback.Finally,based on above research result,this study has the following implications.First,in terms of teachers,teachers should regard writing as a cyclical process,give full play to peer feedback for writing evaluation and make full use of process writing to cultivate students' divergent thinking ability.Second,in terms of students,students should pay more attention to the preparation before writing,pay more attention to language usage,content and structural transition in writing,focus more on the communication and feedback with peers and teachers and pay more attention to the repeated revision and improvement of the composition,so as to form good writing habits.