A Study On The Effectiveness Of Teachers' Intervention In The Writing Process At Chinese Junior High Schools

In recent years,with the introduction of core accomplishment in English teaching,more and more English teachers at junior high schools are aware of the importance of writing teaching.However,the problem of overemphasizing the result rather than the process in English writing teaching is still serious.This leads to the single form of teaching feedback,which affects the improvement of students' writing interest and writing ability.Even if a few teachers try to use the process writing approach,they only attach importance to the students' mastery of vocabulary,grammar and other language knowledge,and they cannot fully and effectively master how to intervene in the process of teaching.The process writing approach has been discussed more at home and abroad,but it is rare to find studies on teachers' intervention in the process of English writing at Chinese junior high schools.The purpose of the present study is to explore whether teachers' intervention in the writing process is more effective than traditional product-oriented approaches to writing.The present study attempts to answer the following questions:1.What are the students' attitudes towards teachers' intervention in the writing process?2.Does teachers' intervention in the process of writing have any effects on students' writing ability? If so,how do the effects differ among students with different English competences in the same class?The subjects of this study were students of Grade 8 from a junior high school in the county town of Huaining,the city of Anqing.In the experimental class,the author applied teachers' intervention in the writing process and applied the product approach in the control class.The whole experiment lasted nearly five months.Three instruments were used in the research: pre-test and post-test,questionnaires and interview.The data collected from the research was analyzed by means of statisticalsoftware SPSS 16.0.The author draws the following conclusions from the result of the study:1.Students are more interested in writing with the assistance of teachers' intervention in the writing process.Their confidence in writing has strengthened,their attitudes have changed and their motivations have enhanced dramatically with the assistance of teachers' intervention in the writing process.2.Students with different language competences benefit differently from teachers' intervention in the writing process.Students of moderate level of competence benefit most significantly,both two types of students with high and low level of competence benefit relatively less.The current study tries to provide reference for follow-up research and other teachers on the basis of previous writing theories and empirical researches.Limited by the scale and time of the study,the follow-up study can expand the scale moderately on the basis of absorbing more theories,so as to make a more extensive and in-depth study.