The Application Of The Process Writing Approach To English Writing Teaching In Junior High School

Writing is one of the most important basic skills in English learning.The level of writing ability directly reflects students' English comprehensive level.However,the current situation of English writing among Chinese students is not optimistic.Listening,speaking,reading,writing and translating are the five basic skills in English learning.Writing,as the output link of language learning,largely reflects students' comprehensive English ability.Therefore,it is necessary for junior middle school English teachers to pay enough attention to writing teaching.Aiming at solving different problems students encounter,teachers need to find out effective solutions to improve students' English writing ability.At present,there are three main problems in English writing teaching in junior middle school in China.Firstly,students have not enough enthusiasm and interest towards English writing.Secondly,students' basic English skills are not solid enough,so that there are many mistakes in their compositions.Finally,students lack writing ideas and ignore the logical structure and cohesion of their essays.In a word,junior high school students' English writing mainly exists the following problems: lack of writing ideas,language mistakes,disordered logical structure and incoherent.In terms of English teaching in junior middle school in China,most English teachers tend to pay more attention to the vocabulary and grammar correction,while the approach of writing is not very systematic and effective.In recent years,however,with the popularity of the Process Writing Approach and its remarkable achievements in colleges,more and more high school teachers have applied it to English writing teaching.This writing method is based on communication theory and cognitive theory,attaches more importance to students' writing process,and advocates guiding students to write through specific steps such as,brainstorming,drafting,revising and editing.This thesis aims to explore the guiding and practical significance of the Process Writing Approach in junior middle school English writing teaching through empirical research.The research questions of this paper are as follows: 1.What questions should teachers pay attention to when applying the Process Writing Approach? 2.In what aspects does the Process Writing Approach improve junior middle school students' English writing?In order to find out the answer to the two questions and testify the effect of the Process Writing Approach,the author carried out this teaching experiments for nearly four months in two classes of grade nine.By using questionnaires,pre-test and post-test,data analysis,interview,the following conclusions were drawn: the Process Writing Approach plays a significant role in improving students' English writing ability,especially in the aspects of logic and cohesion.This paper includes six chapters.The first chapter is an introduction.It mainly explains the research background,research significance,research questions,research methods and the basic structure of the paper.The second chapter is the literature review,which mainly includes the author's research on process writing approach and its application in teaching practice abroad and at home.The third chapter is the theoretical basis.The author discusses the theoretical basis of the Process Writing Approach,namely Communicative Theory and Cognitive Process Theory.The fourth chapter is research design,which mainly includes research hypothesis,research objectives,research instruments and research procedures.The fifth chapter is the data analysis,including the analysis and comparison of the pre-test and post-test and the two questionnaires.Chapter six is the conclusion.It mainly discusses the author's findings,limitations of the paper and the specific suggestions for further researchers.