The Application Of The Process-focused Writing Approach To English Teaching Among Year 3 Seniors

The English learning process includes four basic skills: listening,speaking,reading and writing.The students’ writing ability and level reflect how well students learn and master the language knowledge.The writing teaching method determines the level of students’ writing to a certain extent.At present,the vast number of middle schools mainly adopts the traditional result teaching method in English writing teaching in China,which emphasizes on the final result of writing and the accuracy of grammar.In recent years,a new approach to the teaching of writing,process-focused writing teaching approach,has been applied to the teaching of English writing in middle school.The process-focused writingapproach is more in accordance with the rules of language acquisition,which involves three stages: pre-writing,outputting and post writing,emphasizing the writing process and writing skills of the students.In this study,the subjects were divided into the experimental class and the control class,among whom process-focused writing approach and results-focused writing approach were adopted respectively.Through the comparison and analysis of the data from the test,the author tried to verify whether “process-focused writing approach” helps to improve students’ writing ability,arouse students’ awareness of changes,enhance students’ sense of cooperation and stimulate their interest in writing effectively.The thesis consists of five chapters.Chapter one is an introduction,which introduces the background,academic and practical significance of this study.The second chapter is literature review,in which the connotations and characteristics of English process-focused writing teaching approach are clarified;it also states different writing stages of English process-focused writing teaching approach;to follow that,the relevant theories of English process-focused writing teaching approach are discussed;finally it summarizes the history research of home and abroad of the English process-focused writing teaching approach.The third chapter focuses on the research purposes,research methods,research instruments,research procedure and research contents and so on.The fourth chapter is the results and discussion.Through questionnaires and experiment,the two classes were studied for a period of four months,and the problems existing in students’ writing were analyzed and compared with the pre-test and post test.The fifth chapter is the part of conclusion with the results showing that: through the “processfocused writing approach”in guiding the students in the experimental class,the students’ interest in English writing and performance have been significantly improved;through the comparison with the control class,writing content of the experimental class was enriched,and writing error is significantly reduced,the awareness of revision was significantly enhanced.