Application Research Of Process Writing Approach In English Writing Teaching Of Junior Middle School

Junior middle school is a critical period for the formation of students’ English written expression ability.As far as the current situation of middle school students’ English learning is concerned,their writing ability is always in a relatively weak part.The author finds that the main reasons for the current difficulties in improving the English writing ability of Junior middle school students are: students lack interest in writing;the teaching methods of teachers are single and focus on the teaching of result writing.In order to improve students’ writing ability,the author puts forward the process writing method in junior middle school English writing teaching.Therefore,the purpose of this thesis is to discuss and analyze the influence of process writing method on students’ writing level in Junior middle school English writing teaching.On the theoretical basis of constructivism and cooperative learning theory,the author conducted a one-semester teaching experiment with 54 students from Class X,Grade 8 of a Junior middle school in Changsha,after deeply understanding the research status and theoretical achievements of process writing at home and abroad.The author divides the teaching steps into 6 procedures: Prewriting,First Draft,Peel evaluation,Second Draft,Teacher’s comment,The Final Draft and Presentation.The experiment mainly solves the following problems:(1)Whether the application of process writing approach in Junior middle school English writing teaching can enhance students’ writing enthusiasm or not.(2)Whether English writing teaching under the guidance of process writing approach can improve students’ writing ability or not.In the process of the experiment,the author used the experimental method,questionnaire,the test method,the interview method and other research methods to collect experimental data.The author used the statistical software SPSS 20.0 to analyze the data collected in the experiment,and compared the changes of students’ writing scores before and after the teaching experiment.The results show that the application of process writing approach in junior middle school English writing teaching can enhance students’ interest.Students’ writing scores are generally higher than those before the teaching experiment,which indicates that the process writing approach can effectively improve students’ English writing ability and greatly improve the middle and lower level students.