An Experimental Study On Process-oriented Writing In Improving Senior High School Students' English Writing Coherence

One of the basic ideas in The English Curriculum for Senior High Scholl(2017)is to develop students' English core competence,which includes language competence,cultural awareness,thinking quality and learning ability.Language competence is the basic element of that core competence,consisting of listening,speaking,reading,viewing and writing.Among them,English writing is a productive skill which every Senior High School student should master it.Hence,it becomes one of the question types of every English test.Nowadays,more and more Senior High School English teachers have realized the importance of writing teaching.However,the most English teachers limit writing teaching in the level of words,phrases,sentences and grammar,and do not pay enough attention to students' discourse coherence awareness.Consequently,students' compositions are full of errors in textual coherence.And both teachers and students find it difficult to write a coherent composition.Nevertheless,it should be noted that coherence is an essential feature of measuring the writing quality and even the most important standard;therefore,it is crucial to conduct the targeted research on it and find out effective teaching methods to improve students' English writing coherence in Senior High Schools.The traditional writing teaching method is difficult to meet this demand and even leads to the misconception that students' writing ability is difficult to improve.Therefore,it has become the primary task for Senior High School teachers to find effective ways to change this situation.The method Process-oriented Writing adopted in this research is aimed to explore whether it can improve the students' English writing coherence,so as to improve students' writing competence.The research questions of this thesis are shown as follows:(1)Can Process-oriented Writing improve Senior High School students' English Writing language coherence?(2)Can Process-oriented Writing improve Senior High School students' English Writing content coherence?The researcher selected 100 students,which came from two classes,and both the classes were divided into the experimental class and the controlled class.The experimental class adopted Process-oriented Writing,while the controlled class adopted the traditional writing teaching method,which is Product-oriented Writing.According to previous studies,thewriting coherence can be divided into language and content coherence.So the research aims to discover whether Process-oriented Writing can improve Senior High School students' English writing language coherence and whether Process-oriented Writing can improve Senior High School students' English Writing content coherence.Software Coh-Metrix 3.0 is used to analyze the students' compositions,focusing on language and content coherence index in the pre-test and post-test.SPSS19.0 is adopted to analyze the index data through independent sample T-test and Paired Sample T-test,which can reflect the validity of Process-oriented Writing in the experimental class,and see whether there is a significant difference between the pre-test and post-test.The results of the research show that in contrast with the controlled class,after the training of Process-oriented Writing,the language coherence of the experimental class has been improved.Besides,the content coherence of the experimental class has been promoted.Therefore,Process-oriented Writing is more effective than Product-oriented Writing in improving Senior High School students' English writing coherence.