Approaching Process Writing Into Non-English Majors' Self-Access Learning Center

Process approach that has been prevailing throughout the West in the past two decades attaches much importance to the process of writing. This approach views writing as a recursive mental cognitive process, creative thinking process and social interactive process, thereby laying great emphasis upon the autonomy and the interaction of the student writers in the process of writing. It advocates that writing should be learned through the writing process itself and pays attention to the development and expression of ideas for the purpose of developing the writer's ability of discovering, analyzing and solving problems so as to improve their writing ability. Recently, the concept of self-access learning has long been a hot issue in the field of education. This is a recent tendency to emphasize self-access learning in which students are supposed to take more responsibilities in foreign language classrooms.The self-access language learning center comes into its being with the further development of foreign language teaching and research. In Jiangxi Normal University, a teaching experiment of self-access English learning has been carried out. The students have lessons once a week in the self-access language learning center where they can study by themselves by using computer and web. The teacher organizes some activities in the self-access learning center. So an experiment and investigation on process approach of non-English majors has been done by the author in the self-access language learning center.Through this experiment and investigation, this paper mainly analyzes the differences between process and product writing approach, the roles of the self-access learning center on these two kinds of writing approaches in the non-English major classroom. This paper proves the practical value of the process approach. Responses to the experiment and interview, the results show that the subjects welcome the process approach and consequently feel more confident in their own writing ability. It also discusses the implications that process approach should be used for the current teaching reforms of our college English writing.