The Application Of Process Approach To Teaching Of English Writing In Senior High Schools

With the rapid development of economy and close contact among different places allover the world, English plays a more and more important role in people’s life and study,which deepens people’s awareness of learning English.As one of the four basic skills ofEnglish, writing mostly can reflect students’ ability of comprehensive application, and it isalso a skill that learners feel more difficult to master. In English writing teaching, mostteachers still make use of the traditional method, which is the Product Approach. This methodtakes the teachers as the center, requires students to imitate the model essay for writing, andfocuses on students’ writing product, which can’t effectively stimulate the students’ writingenthusiasm and raise their writing level.Basing on the important role of English writing teaching, experts and scholars at homeand abroad have carried on further study on it. In1970s, people put forward a new teachingapproach the Process Approach. This approach emphasizes students’ writing process insteadof writing products. The student is in the center position while the teacher plays the roles ofguiders, organizers, evaluators and supervisors or other different roles. The whole writingprocess is divided into several stages, it requires students not only to focus on the their basiclanguage knowledge, but also to pay more attention to the developing of writing skills as wellas the training of writing content and structure.Although the Process Approach has gained great attention in foreign countries, butwhether it is suitable for senior high school English writing teaching in our country is still aquestion. Although in recent years domestic scholars have carried on theoretical analysis andresearch on the Process Approach which has gradually been adopted in China, the method isstill relatively lack of effective empirical research in the English writing. In order to discussthe applicability of Process Approach to the teaching of English writing in senior high school,an empirical study was carried out in nearly three months with students in two classes ofShandong Ji Gang senior high school as the research object. With using the questionnaires,experimental contrast method, the researcher makes use of the Process Approach to theteaching of English writing in class five, while the Product Approach in class seven. Theresult shows that the application of the Process Approach to English writing can changestudents’attitude towards English writing, help them know their writing process and improvetheir writing abilities.In general, the Process Approach is more suitable than the Product Approach for Englishwriting teaching in senior high schools. The author hopes this research can provide a feasible and effective method of teaching writing for English teachers. At the same time, teachers canmake necessary adjustments or changes according to the actual teaching situation in theprocess. Only in this way can the Process Approach play a more active role in English writingteaching of senior high schools.