An Action Research On The Application Of Process Approach To The Junior Two English Writing Teaching

As one of the output language skills,writing is not only the emphasis of junior English teaching,but also a difficulty.Moreover,it is the weakest part among the four basic language skills of English learners.English Curriculum Standards of compulsory education has put forward grading requirements for junior high students' writing skills,which stipulates the goals that students of different grades should achieve.However,during the English writing teaching,the author finds that most students have no interest in writing and there are quite a few errors in their articles.As for the structure of writing,is not very clear,and it lacks of logic and coherence and so on.All these lead to that the result of the writing score of junior high school students in the exam is low,which cannot meet the expected effect of writing teaching.Based on this,the author assumes that to strengthen the monitoring and guidance on students' writing process by carrying out Process Approach in English writing teaching can improve students' English writing ability.In the end,the author decides on the thesis title of the action research is An Action Research on the Application of Process Approach to the Junior Two English Writing Teaching and put forward two research questions as follows:1.How to apply Process Approach in English writing teaching in junior high school?2.What effect can Process Approach bring to students' English writing ability?46 students in Class 3,Grade 8 from Y middle school,J Province are chosen as objects of study.The action research lasts about 4 months,including two-round action researches,and each action research includes 3 procedures: planning,action,and reflection.In junior high school English writing teaching,Process Approach is appliedby dividing writing process into five writing stages: preparation,first draft writing,peer review and teacher feedback,revision or writing of second draft and final draft.Questionnaire and teacher interview are used to investigate students' writing status and existing problems.Questionnaire,interview and test(pre-test and post-test)are used to discuss the effect of action research,and it is found out that students' writing interest highly improves,the use of writing strategies is more flexible,cohesion of composition is more reasonable and its logic improves,the average score of students' compositions improves from 7.4 up to 8.6 and students' writing scores improve.Therefore,the following conclusions can be drawn: Process Approach can highly improve students' interest in writing,help them know about and perfect the writing process,promote students to use various writing strategies flexibly and improve students' English writing scores in junior two English writing teaching.Process Approach based on constructive theory and communication theory has a positive influence on improving junior two students' English writing ability.However,cognitive level of the junior two students is in a stage of continuous rising.Therefore,teachers should take a full consideration of students' physical,psychological,learning characteristics and pay attention to the implementation of each writing stage task after assigning writing tasks,so as to enhance the effectiveness of writing teaching in junior two.