| The ability of English writing is one of the major abilities in using the language, and has been the subject of widespread concern and attention. However, the teaching of College English writing in China has followed the writing model that is characterized by one draft and one reader model, so the effect is not obvious. Compared with the Product Approach, the Process Approach pays more attention to the process of writing, which is an approach of advocating several drafts, and the process of which comprises planning, the writing of the first draft, group discussion, revision and the final draft. This method is highly praised by many English teachers.This study is aimed to investigate the effects of the Process Approach on the teaching of college English writing. The subjects’writing achievements and improvements in their attitudes towards English writing were analyzed and proved that the Process Approach can help the non-English majors to learn English writing and improve their writing proficiency and at the same time the Process Approach can help positively change their attitudes towards writing and arouse their writing motivation.The72subjects are the second grade non-English majors of Computer Science and International Trade in Dezhou University and they participated in the writing training for12weeks. Thirty-nine students from Computer Science were in the control group and took the Product Approach, while33students from International Trade were in the experimental group and took the Process Approach. Data collected from the interview were used to qualitatively evaluate the students’attitudes towards the Process Approach and English writing. The scores of the writing tests before and after the experiment together with the data from the questionnaire were compared quantitatively. Through the comparative study between the Product Approach and the Process Approach, results show that the Process Approach can improve the students’ writing efficiency and attitudes towards writing.This experiment only lasted for12weeks and the size of the sample was small which was composed of two classes. However, the author hopes that the results of this study may have some pedagogical implications for the teaching of College English writing, and hopes that the results of the study could be a reference for those teaching teachers who are interested in contemplating the implementation of the Process Approach in the real teaching of College English writing. |
