A Study On The Application Of The Process Approach To English Writing Class In Senior High School

“Writing is one of the basic skills of English language,which is the direct embodiment of students’ English level”(Wang Meiling,2014: 51).The English Curriculum Standard for General Senior High School(2017)Aunnual Edition also clearly states:“English Writing is a kind of communicating ways which can express and transmit information.One of the purposes of English teaching is to cultivate the ability of initial writing”.Compared with the traditional Product Approach which emphasized the English writing results only,the Process Approach pays more attention to the process,evaluation and feedback of English writing,and also pays more attention to the communication and cooperation between students and teachers.Therefore,the researcher,guided by Communicative Theory,Cooperative Learning Theory,Humanism theory and Constructivism Theory,applies the Process Approach in senior high school English writing class.This research mainly studies and answers the following two questions :1.Can the Process Approach be effective in improving students’ writing achievements?2.What are the student’s attitude toward English writing after the implementation of Process Approach in class ?The researcher conducted an experiment about 15 weeks for 99 students in two classes of the NO.64 Senior High School in CoCoDaLa City.Before the teaching experiment,the experimental class(EC)and the controlled class(CC)were organized a pre-test and made a pre-questionnaire in the EC.During the middle of the teaching experiment,two classes were taught with different methods of English writing.The EC was applied the Process Approach for English writing teaching,and the CC was applied the Product Approach.After the experiment,two classes were organized a post-test and the same questionnaire was used again in the EC.Then,choose eight students randomly to have a interview in the EC.Finally,according to the research problems collected all the data,and analyzed by SPSS19.0.The major findings indicate that:(1)Compared with the traditional Product Approach,the Process Approach improved the students’ English writing achievements,and it was found that the students’ English writing achievements of the EC(20.92)were higher than the CC through the comparison of post-test scores analysis(19.87);(2)With the implementation of Process Approach,it was found that the Process Approach have a positive effect on changing the students’ attitude towards English writing.In the Pre-writing Stage,While-writing Stage and Post-writing Stage,all means after the experiment were higher than those before the experiment(12.92>10.62,20.88>15.32,16.8>12.18);Students prefer the Peer-Editing stage ofProcess Approach,through cooperate and communicate with peers and teachers,students can express their opinions and learn from the feedback.Based on the above conclusions,the researcher puts forward the following suggestions on the implementation of Process Approach.First,teachers should pay attention to the Pre-writing stage,make full use of " brainstorming" and other activities to inspire students’ thinking creative;Second,teachers should let students follow the teachers to learn the steps of the Process Approach,and carry out the whole writing procedure;And guide students to focus on the feedback and evaluation stage of Process Approach to enhance students’ confidence in English writing,so as to improve the classroom efficiency of senior high school English writing class and achieve the purpose of improving students’ English writing achievements.