An Applied Research Of The Process Approach To English Narrative Writing Teaching In Junior High Schools

English Curriculum Standard for Compulsory Education(2022)proposes that the main task of the English Curriculum Standard is to cultivate students’ core competence in English.As the basic element of core competence,language ability can help improve students’ cultural awareness,thinking quality,and learning ability,and develop the ability for cross-cultural communication and exchange.As one of the five skills,writing plays an indispensable role in cultivating students’ language expression and communication abilities.Narrative is the most common writing genre in junior high school.Mastering narrative writing helps to lay a foundation for the study of other genres.Through combing the research of scholars at home and abroad,it is found that the process approach is relatively mature.Scholars have studied the approach from different perspectives,such as the stages and theoretical basis of the research process.Besides,the author finds that there are many empirical studies on improving English writing proficiency,but few studies on improving English narrative writing proficiency.Based on the above research’s current situation and the importance of the narrative genre,the research applies the process approach to study junior high school English narrative writing,so as to study the following three questions:(1)What effects does the application of the process approach to English narrative writing have on junior high school students’ narrative writing proficiency?(2)What effects does the application of the process approach to English narrative writing in junior high schools have in terms of students’ writing attitudes and writing habits?(3)What effects does the application of the process approach to English narrative writing in junior high schools have in terms of collaborative awareness?The experiment lasted for three months,and the research subjects are students from two classes at a junior middle school in Chengdu.In the process of the experiment,pre-test,post-test,two questionnaires,and an interview were used to test whether the students’ narrative writing proficiency can be promoted,and whether their writing attitudes,writing habits,and collaborative awareness can be improved.After a three-month experiment,the following conclusions are drawn:(1)The process approach is helpful to improve students’ narrative writing proficiency.(2)The process approach is helpful to improve students’ narrative writing attitudes and writing habits.(3)The process approach is helpful to cultivate students’ collaborative awareness.In addition,the study has deeply analyzed the changes in students’ performance in terms of content,structure,and language use in narrative writing before and after the experiment,and has found that all three aspects have been improved.Students’ performance in content and structure have greatly improved,while there is a little progress of their abilities in language use.This study verifies the effectiveness of the process approach in narrative writing in junior high schools and draws the following conclusions: First,teachers should take students’ situations into consideration to design the English narrative writing lesson plans under the guidance of the process approach and avoid applying it mechanically.Secondly,the input of narrative writing skills should be emphasized in the teaching process.Otherwise,applying the process approach to English narrative writing will be less effective.Moreover,feedback activities like peer and teacher feedback are vital to improving students’ narrative writing proficiency.Finally,teachers also should make students clear the purpose of each writing stage,let each writing stage bring into full play,and have students form good writing habits.