The Application Of The Process Approach To English Writing In Junior Middle School

In recent years, due to the role of writing in the new Curriculum Standard, more and more English teachers realize the importance of writing teaching in junior Middle school. However, although the teachers and students make efforts, there are still some difficulties in English writing for the majority of the student. The main cause is that teachers focus on product approach. The disadvantage of this approach is that it ignores the cognitive factors of writing process, in other words, the writing is a cyclical and nonlinear process. When the students write a composition, they experience the stage of pre-writing, first draft, feedback, revision, final draft and etc. Therefore, this paper tries to introduce the process approach in the junior middle school English teaching so as to change students’attitude and strengthen students’ interest and confidence, and improve the students’English writing ability. Constructivism theory and social interaction theory are applied in this paper. Four instruments are used in this thesis, which include questionnaire, scores of five compositions, test, interview.Based on the above view, the author proposes the hypothesis that the process approach can mobilize the students’interest, initiative and enthusiasm in writing and train students’cooperation consciousness in junior middle school and the process approach can effectively improve the students’English writing in junior middle school. To verify the hypothesis, the author carried out experiment with the two classes from grade2in Jinghai Xi Zhaizhuang Junior Middle School. The experiment lasted one semester. During the experiment, the author applied process approach in experiment class, including the six steps of the pre-writing stage, first drafting stage, peer revising stage, teacher feedback stage, rewriting stage and sharing stage. The control class was taught in product approach.The experimental results have demonstrated that the process approach can make students study more positively and enhance students’ ability in English writing in the experimental class. Moreover, students’comprehensive English capability and interest are improved gradually.