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

Writing,as one of the basic skills of English,best reflects the students’ comprehensive ability in using English,and has always been a difficult skill for Chinese students.Due to the important role of English writing teaching,experts and scholars at home and abroad have carried out many related researches,and have produced theories such as Results Teaching Method,Genre Teaching Method and Process Approach.In the teaching of English writing in senior high school,the Result Teaching Method is the method that teachers frequently use.This method is teacher-centered,and the students imitate the essay writing.The focus is on the students’ writing products.The Process Approach was born in the 1970 s.It is different from the Results Teaching Method that it mainly emphasizes the students’ writing process rather than the writing product.The students are the center,and the teacher plays different roles as the director,the organizer,the supervisor and the estimator.The whole writing process is divided into several stages in an orderly manner.The focus of student writing is not only on the mastery of language,but also on the training of the content structure of the article and the cultivation of writing skills.Based on the characteristics of Process Approach,this study attempts to conduct practical research in the teaching of English writing in senior high school in China,aiming to explore the applicability and effectiveness of this method regarding the improvement of senior high school English writing.Based upon the main research objectives,this study designed three research questions:(1)What are the effects on students’ attitudes towards their English writing with the adoption of the Process Approach in the senior high school English writing class ?(2)How can the application of the Process Approach in the senior high school English writing class improve the students’ writing scores?(3)What are the positive effects of the Process Approach in the teaching of English writing in senior high school? This study adopts teaching experiment,questionnaire,classroom observation and teacher interview as its research methods.The teaching experiment was conducted in one semester among 120 students of two senior high school parallel classes in Henan Minquan No.1 Senior High School The experimental class uses the Process Approach for writing teaching,while the control class uses the Results Teaching Method.The research results show that:(1)The application of Process Approach to senior high school English writing class can change students’ attitude towards English writing,which is more conducive to students to understand the specific aspects of the writing process.(2)According to the comparative analysis of the results of the students’ essays from the two tests,the scores of the essays of the experimental class have been significantly improved.(3)The Process Approach emphasizes student-centeredness and pays attention to the students’ writing process,which can fully stimulate students’ interest and enthusiasm for writing,promote students’ writing level and develop correct writing habits.The application of Process Approach can not only improve students’ writing enthusiasm,the quality of English writing teaching,and but also provide new ideas and methods for the teaching of English writing in senior high school.There are five chapters in this study.The first chapter is the introduction,which mainly expounds the research background,research motivation and significance,and the structure of the thesis.The second chapter is the literature review,reviewing and combing the relevant literature,and expounding the related research at home and abroad.Chapter Three presents the research design,including the research questions,research methods,research processes,etc.The fourth chapter is the part which centers upon the experimental analysis as well as the analysis and discussion of the data retrieved from the questionnaires,classroom observation,teacher interviews comparison of Pre-test and Post-test essay results,results and analysis of the teaching experiment.Chapter Five is the conclusion,which mainly presents the summary of the research findings,teaching suggestions,the limitations of this research and the future research prospects as well.