A Study Of Applying Process Writing Method In High School English Classroom

Compared with other skills(listening,speaking,reading),English writing as a means of examining learners' language output ability is relatively harder to attain,therefore teaching of English writing has long been a difficulty faced by many English teachers.The improvement of English writing ability of high school students is drawing more and more attention since the issue of the National New Curriculum Standard.In reality,however,the effects of high school English writing teaching are far from satisfactory.The vast majority of students today lack interest in writing and are unable to use writing strategies appropriately under the condition that most teachers employ the product writing method to teach.In this research,under the guidance of the process writing theory,the author tries to implement the process writing method into high school English writing teaching and attempts to put forward some effective measures to improve the classroom teaching effect of English writing with the Oxford English textbook for high school as the teaching material and Nanjing high school students as the research object.The research intends to help solve some of the problems existing in the current high school English writing classrooms.The experiment lasted for three months,with the employment of various methods including observation,questionnaire,experimental method and interview.Process writing method is used to teach students in the experimental class while the comparative class is taught by the traditional teaching method in writing.The experiment process was divided into five stages:the preparation stage,the experiment stage,the reflection stage,the adjustment stage and the formal measurement.This study intends to answer the following three questions:(1)What are the effects of process writing method on students' writing interest,attitudes and belief?(2)What are the effects of process writing method on improving high school students' use of writing strategy and their writing ability?(3)Is there any difference of the process writing method on students' attitudes towards the feedback of teacher and of their companions?The research shows that the process writing method is more effective in improving students' interest in writing compared with the product writing method.In addition,students are more likely to grasp writing strategies and to improve their writing ability with the process writing method.The positive role of teacher and companion is also well recognized by students.Meanwhile,teachers should keep in mind that the method should be used flexibly in consideration to the students of various English levels.