The Application Of Process Approach In Junior High School Grade Nine Students' Writing Class

The paper made a comparative study into teaching English writing.The writer found two kinds of phenomenon.The first one is that most English teachers value teaching English reading and grammar so much more than teaching English writing.Most of them still adopt the traditional writing approaches which in fact give a dissatisfying effect.The lessons that teachers teach students for many times can still not be aquired,thus students still have plenty of problems for writing and their writing abilities cannot be really improved.The second one is that most students are not fully motivated,and they don't have enough confidence,interest or passion towards writing English articles.They also don't possess skillful writing strategies and they have no idea about how to improve their English writing.Product approach,which is being adopted by most English teachers,focuses on students' writing product-the article,which is the only thing be based on for assessing students' writing ability.It also values the correctness of language using and ignores the thoughts and ideas in students' articles.However,process approach mainly pays attention to students' writing process and values the ideas rather than the language.In process approach class,students can receive the help and feedback from classmates and teachers all the time,so they can be encouraged and master more effective writing strategies.Based on process approach and product approach,the writer make an comparative study between two Grade Nine classes in Nanchang No.2 Middle school which is aimed at observing and analyzing the different teaching effects from different writing approaches.The research is designed for exploring more effective ways for teaching English writing,thus making a contribution for EFL education.The research lasts for 3 months,mainly based on experiment,questionnaire,observation and interview.The research designs 6 periods of writing practice.In the experiment class,the research maker uses process approach,while in control class,the research maker applies product approach.This research includes three hypotheses:1.Both approaches contribute to the gains of English writing scores for grade nine students in junior high school.2.Process approach is more effective than product approach in the way of cultivating grade nine students' writing abilities.3.Process approach serves better than product approach in building up grade nine students' confidence and interest in writing.The study results show that the practice under the instruction of process approach achieve more significant growth in English writing proficiency and interest,cultivating better writing habits,helping master more effective writing strategies,building up more awareness of cooperation and confidence in writing.But process approach has some demerits which should be avoided.