A Study Of The Application Of The Process Writing Approach In Senior High Schools

One of the basic ideas in The English Curriculum for Senior High School(2017)is to develop students' English core competence,which includes language competence,cultural awareness,thinking quality and learning ability.Language competence is the basic element of English core competence,including listening,speaking,reading,viewing and writing.English writing is an expressive skill which every senior school leavers should master.It is one of the question types of every English test.“National College Entrance Examination Outline” requires the students to write according to some Chinese tips and students should be able to convey information and express themselves clearly and coherently by using some proper words and sentence patterns and make use of language knowledge,grammar and vocabulary effectively and accurately,which adds that students should be able to write an essay about 100 words according to the given main points and using learned words,phrases,sentences,and appropriate connections.However,because of lack of suitable teaching methods in English writing and proper guidance from teachers,the majority of Senior Three students are very weak in writing abilities and their writing performance does not meet the requirements,so English teachers are in urgent need of seeking effective teaching methods to improve students' writing abilities.Faced with the situation that students are lacking in interest and motivation in writing and some of them do not form a good habit of writing,which mainly includes analyzing the topic and outlining,drafting and revising,based on Social Constructivism Theory,Humanistic Learning Theory and Language Acquisition Theory,the author carries out a six-month writing experiment applying the process approach to Senior Three,trying to explore the following questions by means of the analysis of the questionnaires using SPSS.22,classroom observations,writing scores and interviews:(1)Can students' writing skills and competence be enhanced through the training of the Process Writing Approach?(2)Can students develop the writing habits of analyzing the topic,outlining,drafting,revising and reflecting through the Process Writing Approach training?(3)Canstudents' writing interest be raised with the help of the Process Writing Approach?The study shows that students' interest in writing and even English learning have been obviously promoted and their motivation of learning English writing has been also aroused.The results are listed as follows: First,the students have paid more attention to their writing skills,especially using transitional words between sentences and enriching the contents to make their compositions more readable,logical and attractive.Second,the students have gradually developed a good writing habit of analyzing the topic and outlining,drafting,revising and reflecting.Third,in the peer-editing stage,the students cooperate with each other to accomplish most of the writing tasks in their groups,so their writing ability and communicative ability are not only promoted,but their writing interest and confidence are greatly improved as well.It can be concluded that the Process Writing Approach can really have a positive influence on students' writing skills,interests,confidence and habits.Besides,some pedagogical implications,existing limitations and suggestions for further study are provided in the thesis.