AResearchDesignonProcess―orientedApproachAppliedinEnglishWritingCoursesforNon―English

1、A Research Design on Processoriented Approach Applied in English Writing Courses for Non En glish Majors in College. :English writing teaching in college has been a weak part all the time and it is of great urge ncy to find an appropriated teaching method to reform it.Considering the present situati

2、on , the author makes a research design to test whether the process-oriented approach can be effective in improving college students writing ability. Introduction Writi ng is one of the importa nt aspects of stude nts pragmatic compete nee in foreig n Ian guage and also one of the four basic skills

3、(listening , speaking , reading and writing ) in English learning , which can show students expressi on skill and in tegrated ability to use Ian guage. However, at present , writing class for non-English majors in college has the following problems : 1. limited time for teach ing writ ing ； 2. in ad

4、equate guida nee on writi ng strategies ； 3. poor vocabulary and grammar； 4. monotonic form of writing evaluation； 5. low validity of feedback. In view of the above problems , the author believes that it is of great n ecessity to cha nge the way of writi ng teach ing for non-En glish majors in our u

5、ni versity. The prese nt study in vestigates the writ ing ability of participants in two groups , one experimental group and one control group , which are respectively under the in structi on of process-orie nted approach and product-orie nted approach for three mon ths. Research design 1. Research

6、Questi ons 1) What kind of teaching method can improve students writing ability ? Are the process-oriented approach more effective than the product-oriented approach in improving the participants writing abil ity ? 2) What the students attitudes towards English writing and writing method ? Can the p

7、rocess-oriented approach be effective in improvingthe students writing attitude and confidence ？ 2. Research Participa nts The participantsinvolved in the study are 90 students from two paralleled classes in Grade1(class1 and class 2) in Shaa nxi no rmal uni versity. 3. Research procedures (1) Pre-e

8、xperiment stage The author assig ns a pretest for all the subjects to check whether the stude nts in EG and in CG are paralleled classes. The pretest is assigned at a certain class and the participa nts are required to finish the task with in 30 minu tes. Besides, in order to assure the validity of

9、pretest , the writing topic is chosen from CET-4 and writing contents are graded according to the standards in CET-4. (2) The experiment stage All the participa nts are taught 5 writi ng classes in one term .In each writi ng class , stude nts are taught one kind of genre of composition, such as expo

10、sition, descripti on and argume nt. For the purpose of assuri ng the reliability of the writing topics, the authentic CET-4 writing topics are chosen. The control group( CG) is conducted in product-oriented approach, which includes assigning writing task , analyzing the task, writing the composition

11、 ,evaluating students compositions. The experime ntal group (EG is taught the process-orie nted approach. The impleme ntati on of the process-oriented approach could be divided into seven steps and the details are show n in the follow ing. A. Brai nstormi ng In this sessi on , stude nts are en coura

12、ged to list all the ideas related to the topic on a piece of paper. B. Outlining The teacher asks students to organize their ideas and make an outli ne. C. Model presentation The teacher presents a typical model and then analyzes it in the view of the basic structure, conjun cti ons used as well as

13、some sophisticated words and phrases. D. First draft Students start to write. E. Peer revising Stude nts excha nge their writ ingsand revise others writings based on a peer revision criteria. F. Rewriting Because the limitation of class time, students are required to rewrite their compositions accor

14、ding to the peer revisio n criteria on the Pigai.after class. G. Teachers feedback The teacher uses Pigai to revise students writings. In the next class , the teacher will makesuggestions about these errors and help stude nts revise their compositi ons un til the final products are perfect. (3) Post-experiment stage The teacher provides a post-test for all the subjects to evaluate students English writing ability between EG and CG after the experime nt. After the test, 180 compositi ons were collected and the results of data wer