The Application of Process—oriented Approach in English Writing

張小艷

Abstract： Currently， English writing is still an important and challenging course for most students in English. In China， the effect of Product-oriented approaches is dominated. Such practice seems to have ignored cognitive factors of writing process. So it is necessary to choose some new ways to perfect our English writing teaching. In this paper the application of a new approach---process-oriented approach will be discussed. By using this approach， the students can develop some behaviors such as composing， brainstorming， drafting， and revising.

Key words：product-oriented approach； process-oriented approach； English writing

1. Introduction

In English teaching， listening， speaking， reading and writing are an organic whole. The emphasis on English teaching has also shifted from the ability of linguistic structure correctly to the ability of communicating in both spoken and written forms （戴春英， 2009）. However， currently， teacher ignores the writing teaching seriously. The teaching of English writing is still at the stage of traditional product approaches.（戴春英， 2009）. In China， writing course is a difficult part of English teaching and the approach of English writing teaching have been studied by a number of scholars for several years. Throughout their works， the approach of English writing teaching has undergone dominated transformations------from the traditional product-oriented approach to process-oriented approach （石曉玲，2006）.The process-oriented approach is an approach to writing teaching that students are engaged in their writing tasks through a cyclical approach rather than through a single shot approach（Chaudron， 1987）. It focuses on how students write. It encourages students to understand writing as a process that comprises a series of interrelated activities， such as composing， drafting and revising， and cultivates them to improve writing skills through efficient writing process.

2. The Analysis of Process-oriented Approach

2.1 The Introduction of Process-oriented Approach

Process-oriented approach was raised about 30 years ago， which was based on interactionist theory（蔣峰，2003）. It considers that the process of writing is a kind of communicational activity among people， not the isolated activity of the author. It pays more attention to the process of writing， encourages students to show their own characteristics and emphasizes the correction of the compositions. This approach considers that writing is a language training process under the lead of teachers. It is based on the foundation of writing. Students set the acquisition of writing skills as the purpose.

2.2 The characteristics of process-oriented approach

Firstly， it changes the teacher-centered course into students-centered course. Teacher helps students to make clear of their writing purpose， and discover writing techniques. Each student has the chance to take part in the writing activity. His role is turned into the active attendant， not the inactive receiver. In this process， the roles of students and teacher are changed， which can not only arouse students initiation， but also stimulate students innovation and imagination， ease their writing anxiety. Students can go into the free writing status and construct their writing ability gradually（盧珺，2004）.

Secondly，it emphasizes on feedback and correction. Feedback is from teachers and other students comments， while correction is a kind of ways that was combined by teacher， students and author. Student is the reader and author， the one who checked and the one who is checked； the one who gives feedback and the one who is given the feedback. Students find out their mistakes and correct them gradually. They get the revelation from teacher and students and improve their writing levels. Meanwhile， they give the same help to other students.

Thirdly， it combines students participation and teachers instruction in the writing process. Students each sense and organ can be coordinated effectively in this process. The origin and the development of knowledge can produce the impulsion of acquisition and stimulate the inner motives for writing.

2.3 The Application of Process-oriented Approach

According to the process-oriented approach， writing is not a linear and disposable process， but a circulating and mixing process. By it students cognition will be clearer through writing， correcting， writing again and correct again. The processes that students need experiencing： previewing （group discussion—outline writing）---drafting---peer discussing and editing---revising—discussing in a group---third revising---teachers editing---final draft.

The strategies are divided into six parts：

Firstly， previewing. It includes teachers lead-in， students group discussion and writing an outline. Teacher should firstly introduce the topic by asking what students like to eat at home， if students like eating porridge and if students know how to cook porridge. By asking those questions， students interest is stimulated. They will be eager to speak something about the topic. Then， at once， teacher leads students to discuss “how to cook porridge” with partners freely. Teacher should help students if they need some directions. Finally， teacher lets students write an outline according to the discussion.

Secondly， drafting. It includes writing down ideas， organizing them into paragraph and providing the reader with a frame for understanding these ideas. In this step， by teaching this writing， teacher should lead students to write down their own ideas about how to cook porridge， the cooking steps， the cooking skills and something needed to be concerned during the cooking process. Then students should organize what they have written into paragraphs. In this step， the form and the grammar can be overlooked. Teacher should look at them carefully and help them in need.

Thirdly， group editing. When students finished the first draft， the leaders of each group should organize group members to discuss， communicate and revise. The revision and discussion can make the first draft into a more mature product. During this period， students pay more attention to the writing contents： introduction， main idea， conclusion and etc. As to the grammar， spelling， let students deal with them later.

Fourthly， revising. According to the group discussion and other students suggestion， each student rewrites his draft. In this step， teacher should introduce the revising strategies briefly and recommend students to check their technical aspects： grammar， and spelling mistakes. Also， students need to check the order in which the information is presented， such as whether it is clear， logical and effective.

Fifthly， teachers editing. After students discussion， teacher should conclude the typical problems and supply some directional feedback through his careful observation. Teacher should know this step is a middle step， not the final. In this step， there are some principles for successful writing assessment： the first one is that the evaluation criteria should be identified so that students will know in advance how their output will be judged； the second one is that teacher should encourage students to correct their mistakes as soon as possible and as many as possible， giving them the necessary help； the third one is that comment on the merits and demerits of students composition is more important than marks. The comments should be elaborated in detail so that the students understand the reasons for the assessment. The last one is that the language of assessment should be clear and comprehensible. It is best to adopt a positive tone and can not harm students interest and their confidence in writing （戴春英， 2009）.

Sixthly， final revision. The quality of teachers comments is decided by students reaction to the writing. Therefore， teacher should encourage students to revise their writing again and again. Basically， revision is an effective step to improve writing quality. During the writing revising process， students basic language knowledge is strengthened and their writing skills is enhanced gradually（楊艷萍， 2011）.

4. Implication of Process-oriented approach

Firstly， the time teacher uses should be reasonable. Actually， the Process-oriented approach needs much time to finish its task and reach the goal， especially， the discussing parts with partners and teacher. Thus， the whole activity can not be finished in fixed time. Teacher should omit the unnecessary parts and emphasize the important parts.

Secondly， teacher should be fair to each student. Some teachers prefer to the good students and care more about them. Whereas， they ignore the bad students and leave them aside. Thus， good students turn more active and outstanding， while the bad students turn more passive and depressed. Therefore， teacher should give more concern to them， which can motivate their interests.

Thirdly， teacher should help students in time. Because the models in Process-oriented approach are various and comparatively difficult， teacher should assist students when they lead some directions. But it doesnt mean that teacher direct students in the whole process. Only when students need help， they can do it！ （崔海燕，2011）

5. Conclusion

The process-oriented approach provides a positive， encouraging and collaborative writing environment. It enables students to be aware of their own writing process and boosting their confidence in writing， promote helpful peer-reviewing and increase cooperative competence. It represents a negative reaction against the product-oriented approach and contributes to English writing（戴春英， 2009）. The process-oriented approach also has some disadvantages： firstly， it dominates much class time. The individual communication between teacher and students wastes a lot of time. The teacher doesnt have enough time to finish the whole writing activity. Secondly， its writing contents have no fixed models. So it is difficult for students to master the writing model. Thirdly， because of students different basis， their attendance will be various. Especially， the bad students may feel ashamed.（溫玉，2011）All in all， both the two approaches have merits and demerits. They should be linked with students realistic situation and actual need. Everything has two sides. We should treat them dialectically.

References

[1]Chaudron， C.（1987）.Analysisofproductsandinstructionalapproachesinwriting：twoarticlesonthestateofart. TESOL Quarterly.

[2]崔海燕.淺析過(guò)程教學(xué)法在高中英語(yǔ)寫(xiě)作教學(xué)中的運(yùn)用.教育創(chuàng)新學(xué)刊，2011，（5）：86-87.

[3]戴春英.應(yīng)用過(guò)程法提高高中生的英語(yǔ)寫(xiě)作.經(jīng)濟(jì)研究導(dǎo)刊，2009，（28）：230-231.