An Empirical Study Of The Process Writing In Senior High School English Teaching

Speaking and writing are expressive skills(NEC,2017).Writing English accurately and appropriately can help students consolidate their basic knowledge,develop good learning habits and stimulate their thinking actively.English writing can not only test students' English proficiency but also benefit their future development.However,the traditional product writing approach only focuses on model compositions and rigidly controls the whole class,ignoring the development of students' cognitive ability and communicative competence and the guidance of writing strategies.Therefore,English teachers turn to the process writing approach for help.As an on-the-job senior high school English teacher,the researcher combined theories with her teaching practice,trying to apply the process approach to English writing teaching in senior high school and discuss the following two questions:1)How can the process writing approach develop senior students' interest and make them be confident in their English writing ?2)How can the process writing approach improve senior students' writing proficiency?In this research,questionnaires,interviews,classroom observation and tests were used in two classes in high school department of Guiyang No.40 High School.Class Four of Senior One(47 students),as the experimental class,was taught by using the process writing approach,while Class Three of Senior One(45 students),as the control class,was taught by using the product writing approach.Students in both classes were taught by the researcher.The 4-month pilot teaching experiment began in September and finished in December 2015.From February 2016 to July 2017,the process writing approach was adopted in both classes and the follow-up study was conducted.The research shows that students in both classes became interested and confident in English writing.They could have a clear writing purpose,master writing strategies and participate in their writing process actively.Finally,they improved their writing proficiency.