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

Writing is regarded as a complex and cycling process and the traditional product approach is not able to meet all the writing training requirements in recent times according to many scholars.This thesis aims at investigating the effect of using the process writing approach on writing achievement of eighth-grade students in Shanghai.This thesis is intended to answer the following two questions: 1)is there any significant effect of the process approach on writing achievement of eighth-grade students in experimental school? 2)In which aspect does the process approach has influence on students' writing achievement(i.e.content,organization,grammar accuracy,length,etc.)? To answer these questions,a four-month experiment was carried out in two eighth-grade classes in Lantian Middle School.This thesis finds that: 1)compared with students taught through product approach,the students taught by process approach scored significantly higher;2)students in EC conveyed more convincible message clearly in writing compared to those in CC;3)students in EC did better in organization with regard to opinion expression and conclusion statement.Furthermore,questionnaires and semi-structured interview also show students' positive reaction to the process writing approach.The thesis demonstrates the positive effects of process approach to English writing in experimental school.It suggests that English teachers in Chinese middle school should reconsider current writing approach and adopt the process approach strategy to teach writing to nurture writing competence of students.Though some positive shifts are proved,the thesis has its limitations because of the small scale of research subjects,time limitation and the researcher's current theory level.