Application Research Of Process Approach To English Writing Teaching In Secondary Specialized School

In second language teaching and learning, writing is concerned as the most difficult of the four basic linguistic skills—listening, speaking, reading and writing. In the past decades, some Western linguists and teaching researchers have made a great effort to do a lot of research and practice on how to teach English writing effectively, among which the process approach and the product approach are mostly disputed.The purpose of the research is to introduce the process approach into a Chinese EFL traditional classroom by investigating the effect of the approach to writing competence and English study compared with the traditional method the product approach which has long occupied the English writing classroom. Statistical analyses of differences among tests were performed using descriptive and quantitative data. The main research includes:· Independent Samples Tests were used to compare the English final test and the pre-test, test and post-test of writing between the experimental group and the control group. The analysis shows that there was significant difference between the two groups;· A one-way ANOVA was used to examine the differences in each section of the writing tests between the experimental group and the control group. The result indicates that there was difference in experimental group, while there was no significant difference in control group;· Paired T-tests were used to examine the improvement differences among three-level subjects in experimental group. The result shows that there was significant difference in their proficiency gains in writing;· The research was also complemented by descriptive data based on the questionnaire before and after the experiment, researcher's on-going diary, unstructured interview as well as the quantitative analysis.Seen from the analyses, the process approach does have a positive effect on the improvement of the learner's writing confidence and competence compared with the traditional product approach. In addition, the approach actively affects the learner's attitudes towards English study.This paper is divided into five chapters. The first chapter is the brief introduction which includes the stress and the significance of the study and defines some relative terms. The second chapter retrospects the development of ESL writing since 1950's and introduces the process approach from its background, theoretical basis, main characteristics, the basic writing phases and modes. The third chapter is the methods and procedures used to conduct the studyin the thesis, including the description of the subjects, the materials used in study, data collection and analysis. After that, it describes the validity and limitations of the study. The fourth chapter is the results and discussion, mainly concerned with the description and analysis of all the descriptive and quantitative data obtained from the study. The last chapter summarizes the main findings of the study in order to provide answers to the three research questions posed in Chapter One, from which elicits some pedagogical implications and recommends the further research.