On The Application Of Process-writing Approach In Writing Module Of Intensive Reading Course

Listening, speaking, reading, writing and translation are five modules of foreign language learning. Writing plays a key role in achieving learning goals and facilitating communication. Teaching methods related to writing have been paid much attention to by teachers and researchers at home and abroad. Based on communication theory and constructivism theory, supported by literature review, questionnaires,classroom observation and teaching experiment, this thesis is to explore the application of process writing approach in the writing module of intensive Chinese course.A questionnaire open to foreign students whose Chinese is about HSK 4 or 5 in a university and a college in Xinjiang is filled out. It focuses on two questions. 1. What is the situation of writing teaching? How do students view writing? How shall we spur students’ interest in writing and diminish their anxiety in writing? 2. How shall we make students know more about the steps of process writing?Based on the analysis of the answers in the questionnaires, supported by communication theory and constructivism theory, this thesis is to advocate student-centered process writing approach and analyze the links in process writing so as to cultivate students’ thinking ability and communication skills. Taking New Practical Chinese Reader 5 as an example, this thesis is to show how to guide the students to conduct process writing with the help of teaching experiment and course design. By making students learn about process writing, it is to emphasize training so as to make students meet the teaching objective of learning process writing, that is, to learn to think in Chinese, master the essentials of writing and improve their ability to express themselves in Chinese.There are problems to be cautious of when process writing approach is adopted,including the choice of topics, more time in class for students to write and revise,other applicable teaching methods, the emphasis of communication and importance of context, etc.. They call for further research.