The Application Of Process-oriented Approach To Teaching Of English Writing In Senior High School

English writing is the main part of senior high school English teaching,it is also an effective way to develop students' key competences in English.Writing ability embodies the comprehensive language competence of English learners.However,the present situation of writing teaching in senior high school is far from satisfactory.Teachers always instill in students the writing information,and let students write their compositions in a repressed atmosphere.Students are used to recite or copy the model compositions mechanically,which is hard-working and not conducive to the development of students' writing thinking.How to promote the improvement of English writing teaching effect in senior high school is a problem that teachers need to focus on.In view of the importance and present teaching situation of senior high school English writing,this study attempts to introduce process-oriented approach to teaching of English writing in senior high school.Based on constructivism theory and scaffolding theory,this study employs questionnaire,interview and case study research methods to carry out the applied research,and it has explored the following three research questions: First,how is process-oriented approach applied to teaching of English writing in senior high school? Second,what aspects of students' writing ability will be improved through process-oriented writing approach? Third,what effective teaching strategies should the teachers adopt to help students improve their writing ability in process-oriented writing?In order to explore the effectiveness of applying process-oriented approach to teaching of English writing in senior high school,the author engages in teaching practice in Tianshui No.1 Middle School,Gansu Province for one term,the research subjects are 54 students in Class 10,Senior 2.The author shows two specific classroom writing teaching cases to demonstrate the procedure of applying process-oriented approach to teaching of English writing,the procedure is divided into three stages and six steps,namely pre-writing(creating a motivation to write,brainstorming),while-writing(outlining,drafting)and post-writing(revising,improving).Through data analysis,the major findings of this study are concluded as follows: First,process-oriented writing approach is conductive to changing students' attitudes towards English writing.Students begin to like English writing,they can take into account the needs and interests of the readers,and their thinking quality has been developed in the writing process.Process-oriented writing approach can help students improve the grammar accuracy,topic relevance and content integrity,lexical richness and syntactic diversity,language fluency and appropriateness of their compositions in English writing.Second,process-oriented writing approach is proved to be effective to teaching of English writing in senior high school.Process-oriented writing approach can help students improve their learning ability through self-regulated learning,cooperative learning and inquiry learning.It can also help students practice the view of English learning in activities,highlight the students' main position in the evaluation to a greater extent,and thus promote the effective development of students' key competences in English.The results above shows that process-oriented writing approach is good for improving students' writing ability,it is a very effective method for teaching of writing.Teachers should play good scaffolding role in process-oriented writing,and adopt effective teaching strategies to help students improve their writing ability.In particular,they should help students generate ideas for writing and develop students' sense of audience in pre-writing stage,they should also encourage students to use revising strategies and focus on peer feedback through cooperative learning in post-writing stage.