The Application of Process Writing Approach in EFL High School Writing Course

摘要

大部分的高中学生的英语写作技巧有待提高，这成为了学习英语的巨大瓶颈。即使部分英语教师在学生写作能力的培养方面采用不同的教学模式进行改良，而学生在考试中表现出的英语写作水平依旧不尽如人意。本文希望通过在高中生英文写作课程的讲课过程中引入过程写作的概念，进而达到提高学生英语写作水平的目的。在研究过程中对学生采用如上的方法进行教育并对学生进行课堂效果、学生接纳程度以及学生英语写作成绩等多个指标进行观察与统计进而表征过程写作教育模式的有效性。研究对象为笔者所带高中的28位学生，在教学方法的实现方面主要以对学生实施过程写作课程，课程的基本安排遵循着“pre-writing，drafting，revising，editing，publishing”五部分进行，培训时间持续一年，期间对学生的各种学习指标进行总结与分析。利用学生的英语写作成绩、调查问卷以及针对课堂的相关访谈获得的基本数据进行分析，得到了在利用过程写作训练的学生中不仅在写作成绩方面有明显的提高而且能够极大的降低同学对于英语写作的忧虑心理。基于如上观点，笔者认为在高中的英语写作课堂中引入过程写作教学模式能够有助于学生的学习，值得大力推广。同时，过程写作方法还可以通过小组教学等辅助手法进行共同使用以达到更好的效果。在实行的过程中教师应该通过对学生学习情况的实时把握来调整教学的进度以及作业的安排等获得，从真正意义上做到能力的培养。

目录

声明

摘要

Chapter1 INTRODUCTION

1．1 Research Background

1．2 Purpose of the Study

1．3 Significance of the Study

1．4 Research Questions

Chapter 2 LITERATURE REVIEW

2．1 Theoretical Background

2．1．1 Collaborative Learning Theory

2．1．2 Cooperative Learning

2．2 The Process Writing Approach

2．2．1 The History of the Process Writing Approach

2．2．2 Definition of the Process Writing Approach

2．3 Empirical Studies on the Process Writing Approach

2．3．1 Empirical Studies in ESL Instruction

2．3．2 Empirical Studies in China/Chinese Instruction

Chapter 3 METHODOLOGY

3．1 Design of the Study

3．2 Participants of the Study

3．2．1 Participants of the Writing Attitude Questionnaire

3．2．2 Participants of the Questionnaire on Students’ Responses to the Implementation of Process Writing Approach and Process Writing Activities

3．2．3 Participants of the Interview

3．3 Teaching Procedure

3．4 Instruments

3．4．1 Students’ Pre-essay and Post-essay

3．4．2 Questionnaires

3．4．3 Observation

3．4．4 Semi-struetured Interview

3．5 Data Collection

3．6 Data Analysis

Chapter 4 RESULTS AND DISCUSSION

4．1 Research Results

4．1．1 Analysis of Students’ Writing Performance

4．1．2 Analysis of the Writing Attitude Questionnaire

4．1．3 The Quantitative Results of the Questionnaire on Students’ Responses to the Implementation of Process Writing Approach and Process Writing Activities

4．2 Comparison and Contrast of the Results

Chapter 5 CONCLUSIN

5．1 Summary of Results

5．2 Pedagogical Implications

5．3 Limitations of the Study

5．4 Recommendation for Future Research

REFERENES

Appendix A：Pennsylvania Writing Assessment Domain Scoring Guide

Appendix B：The Writing Attitude Questionnaire

Appendix C：The Questionnaire on Students’ Responses to the Implementation of Process Writing Approach and Process Writing Activities

Appendix D：Interview Guide

Appendix E：The Sample of Interview Transcription(English version)

Appendix F：Consent Form

Appendix G：An Example of Guidelines for Online Peer Feedback

Appendix H：Results of Background Information

ACKNOWLEDGEMENTS