A Survey of the Perance in a middle school’s English Writing Class （畢業(yè)論文修改稿）.doc

畢 業(yè) 論 文畢業(yè)論文題目：A Survey of the Performance in a middle schools English Writing Class Declaration of Academic IntegrityI promise that the thesis contains no material which has been accepted for the award of any other degree or diploma in any institutes of higher learning and that, to the best of my knowledge and belief, the thesis contains no material previously published or written by another person, except when due reference is made in the text of the thesis. I understand that to do so would mean that I had committed plagiarism, and that it is my responsibility to be aware of the Universitys regulations on plagiarism and their importance.Signed: Date: April 14, 2007A Survey of the Performance in a Middle Schools English Writing Class Abstract: The study is about teaching approach survey of the English writing class. There are several approachs in writing class. Product approach and process approach are the two important methods in English writing class.In the teaching of English writing in middle school, teachers usually use the product approach instead of process approach. With the reforms of many education and curriculum, process approach should be used in English writing class which is benefit for our students. However, most teachers still use product approach in English writing class . English writing is still a weak point in English class. This is a trend that should be changed greatly in recent years. After analyzing the advantages and disadvantages of product approach and process approach, we will go into a middle school in Huizhou this developing coastal city to make a survey. According to various advantages of the process approach which suit to the new curriculum, this paper will make a survey on whether the process approach can be used in middle schools English writing class. If not, why teachers dont use this teaching method? And find out the solutions to deal with this problem. The discussion of using process approach forms the major concern of the present study. Key words: English writing class, product approach, process approach, feedback英語寫作課堂教學(xué)的現(xiàn)狀摘要 本文主要調(diào)查研究中學(xué)英語寫作課堂教學(xué)的現(xiàn)狀.在英語寫作課堂中寫作教學(xué)法有很多種,過程教學(xué)法和結(jié)果教學(xué)法是最主要的兩種,統(tǒng)觀英語寫作課堂,教師普遍采用結(jié)果教學(xué)法.隨著過程教學(xué)法在新課程標(biāo)準(zhǔn)寫作課中優(yōu)勢(shì)顯而易見,過程教學(xué)法的教學(xué)重點(diǎn)放在學(xué)生的寫作過程中,實(shí)踐證明對(duì)學(xué)生更有利.許多教師仍在使用結(jié)果教學(xué)法的趨勢(shì)應(yīng)得到相應(yīng)的改善.過程教學(xué)法的靈活性更符合新課程標(biāo)準(zhǔn).本文將明確地分析結(jié)果教學(xué)法和過程教學(xué)法的優(yōu)缺點(diǎn)后,深入沿海發(fā)展地區(qū)惠州一間普通中學(xué)進(jìn)行調(diào)查,主要通過問卷調(diào)查的形式,認(rèn)真研究思考,過程教學(xué)法能否在中學(xué)英語寫作課堂中使用,并針對(duì)過程教學(xué)法提出如何更好地在中學(xué)英語寫作課堂中廣泛使用的幾點(diǎn)策略.關(guān)鍵詞 英語寫作課堂, 結(jié)果教學(xué)法, 過程教學(xué)法, 反饋A Survey of the Performance in a iddle chools English Writing Class 1 Introduction ( revise this part according to Abstract)There are several ways to approach writing in the classroom. Product approach and process approach are the important methods in English writing class.In the teaching of English writing in middle school, teachers usually use the product approach instead of process approach. With the reforms of many education and curriculum, process approach should be used in English writing class which is benefit for our students. However, most teachers still use product approach in English writing class . English writing is still a week point in English class. This is a trend that should be changed greatly in recent years.According to various advantages of the process approach which suit to the new curricula, this paper will make a survey on whether the process approach can be used in middle schools English writing class. If not, why teachers dont use this teaching method? And find out the solutions to deal with this problem.2. Literature review 2.1 Product approach: Definition of a traditional approach, basing on the theory of behaviorism .Students accept the stimulus by teacher, making a response to the teacher (Li Shen, 2000). They attended to the product - its clarity, originality, and correctness. It involves imitating words, sentences, paragraphs and essays. The stages: a. the topic and writing assignment is assigned by teacher; b. teacher will analyze a model essay to students. c. students write a paper by imitating the model essay.d. students hand in their writing which will be marked and corrected.2.11 The advantages of product approach:a. “the student can note improvement in these scores from one writing sample to the next. Finally, the teacher and student can both gauge a papers relative strengths and weaknesses.” (Sun QunYing, 2005,)b. students can be helped to analyze many kinds of essays.c. students are more clear about what the structure they will write down.2.12 The disadvantages of product approach:a. “ Under the guidance of this teaching approach, the English class is always teacher-centered. The teacher is the only reader and judge of students products. The students cant get enough and good help during the process of writing. ”(Sun QunYing, 2005,)b. It is dull that writing became a process of mechanical input and output. Students lack of the lace of creation and idea development.c. It takes much time on correcting students papers which just focus on the grammar and vocabulary mistakes. While students care more about their scores not the comments and corrected points. 2.2 Process approach:Definition of the basic theory of process approach is interactionist theory, which means writing is a interact communication instead of individual behavior (Li Shen,2000). It focuses on the process of writing and students writing skill. Process approach is a process of cycle back and forth, not a linear process (Han Yu Shu, 1992). “Process theorists believe that writing can be understood as the culmination of several steps in a complicated process. Furthermore, they feel that these steps can be talked about and modeled.” Stages (Claudial.Keh time?):a. input or prewriting b. first draftc. peer reviewd. second drafte. instructors commentsf. instructor and student conferencesg. final drafth. sharing or presenting2.2.1 he advantages of process approach:a. more clear the every steps of students writing and guide them in a whole process.b. broaden the ideas of students.c. more interaction between students and teacher in writing class.d. cultivate the students enthusiasm in writing.2.2.2 he disadvantages of process approach:a. it takes much time on writing class which is not good for improving the examination.b. in peer review, the mistakes in some excellence students writing cant be found out by the slower students who will feel that they cant get improvement from peer review. c. students quickly tired of the long and tedious process.2.3 Feedback of process approachFeedback is the quintessence of process approach , the unique and effective activity in process approach which is important in writing class.2.3.1 Feedback can be divided into three parts: peer feedback, conferences as feedback and comments as feedback (Keh,1990). Peer feedback is divided into peer response, peer editing, peer critiquing and peer evaluating.2.3.2 In peer feedback, students believe that it can help them find out the problems which can not be found by themselves. They also can feel relax in that interactional communication. 3 The survey In this research project, we are trying to find out the performance in English writing class and know whether the process approach can be used in English writing class in middle school.3.1 EnvironmentThe nsurvey was carry out in NO.3 middle school in HuiZhou, an ordinary middle school which has gained the province priority title. Its one of an important middle school in HuiZhou.3.2 Target person10 Teachers and 40students in WHAT CLASS WHAT GRADE ,40 ARE ALL FROM ONE CLASS?. Some teachers teach the lower class, some teach the faster class. All of them are good at teaching English with long experience.3.3 MethodsWe will make a survey by classroom observation and interview to get more information and data in this middle school. We use this two approaches in serveral English writing class to find out the differences. Besides, we have an interview with 10 teachers about 5 minite each one and sent out the questionnaires to 40 students in junor. After the research in the school, I will analyze the data of research carefully to find out the reasons and the answers which is concerned in my paper. 3.4 Questions Can process approach be used in English writing class? 3.5 ResultWe have 7 questions to discuss what is the opinion of students and teachers on product-approach and process-approach English writing class. We want to know which approach they are using. Which approach students will more prefer? How about teachers? The most important thing is whats the problem will we meet when using process-approach in English writing class. The most important is we want to find out how can we use process-approach in a wise way.62% of the students said that their English writing class is using process-approach. 58% of them prefer process-approach to product-approach. Why students like process-approach? 60% of the students who like process-approach class believe that more interaction between students and teacher in writing class. How about the students who like product-approach? 47 % of them think that they are more clear about what the structure they will write down. Which problem will the product-approach comes acrossYou should make this sentence be understood!? 42% of the students think product-approach writing class is dull and lack of creation and idea development. In process-approach class, 50% of the students consider they will quickly tired of the long and tedious process. 28% of them said that it takes much time on writing class which is not good for improving the examination. 22% said in peer review, the mistakes in some excellent students writing cant be found out by the slower students who will feel that they cant get improvement from peer review. Most of the students believe that process-approach can be used in English writing class. The number is about 80%.As teachers, 80% of the teachers said that their English writing class is using process-approach. 60% of them prefer process-approach to product-approach. Why do some of the teachers like process-approach? 50% of the teachers who like process-approach class believe that process-approach can broaden the ideas of students in writing class. How about the teachers who like product-approach? 60% of them think that students will be more clear about what the structure they should write down. Which problem will the product-approach comes across? 42% of the teachers think dull and lack of the creation and idea development in product-approach writing class. In process-approach class, 70% of teachers consider time is too limited to use process-approach. 20% said in peer review, the mistakes in some excellent students writing cant be found out by the slower students who will feel that they cant get improvement from peer review. 10% of them said that it takes much time on writing class which is not good for improving the examination. But most of teachers still believe that process-approach can be used in English writing class. The number is about 90%.4 ConclusionThe questionaire responses suggest to us that creation, inspiration, interaction, enthusiasm of the advocacy of process-approach may be intensated as the approach becomes more widely used. Many teachers use process approach in English writing class and they prefer process approach to product approach. Most of the students and teachers believe process-approach can be used in English writing class. But it still has some disadvantages that must be solved. For example, process-approach takes much time on writing class which is not good for improving the examinationExamination or score? Which is more important? Score or the ability of creation,independent thinking andso revise it. And in peer review, the mistakes in some excellent students writing cant be found out by the slower students who will feel that they cant get improvement from peer review.Besides, students quickly tired of the long and tedious process.5 My refletion on the adopting of process approachIn general, Compare its disadvantages the advantages of process-approach are obvious. We should solveYou didnt work out the reasons why these problems exist,how can you solve? find out the reasons trty to work out some methodologies to solve the problems which happen in process approach writing class and use this approach wisely in English writing class. There are several advice as follow:1. process-approach is effective to be used in small class. Limit the number of students, using this approach can be more easy to controlled in class. The process-approach will be more effetive. 2. shorten the time and improve the efficiency. Teach can ask students finish the writing at home after they have discussed in class.3. when they finish the first peer-review, students can hand in the writing and corrected by teacher so that avoiding some mistakes they can not find out during the peer review.4. after peer-review and write it again, students can have a competition to see whose mistakes are reduced and who is the one get the most improvement. Add this competiton can inspirate students and make the tired of the long and tedious process disappair. References1 李森 . 改進(jìn)英語寫作教學(xué)的重要舉措：過程教學(xué)法 J 外語界 2000年第一期(總第77期)2 張堅(jiān). 過程教學(xué)法與英語寫作教學(xué) J 北京第二外國語學(xué)院學(xué)報(bào) 2000年第三期3 章聯(lián). EFL寫作中過程教學(xué)法和結(jié)果教學(xué)法的比較研究J 安微工業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版)2001年12月(第18卷 第4期)4 孫群英按發(fā)音排. 改進(jìn)英語寫作教學(xué)的有效策略 J 天津電大學(xué)報(bào). 第9卷第3期.2005年9月.5 張英 李瑞芳 程慕勝. 英語寫作教學(xué)中的結(jié)果與過程兩種教學(xué)法J 山東外語教學(xué)1999年第3期(總第76期)6 謝聰. 中學(xué)英語寫作教學(xué)新模式J 四川教育學(xué)院學(xué)報(bào).2005年12月.第21卷.7 Nicola Holmes參照格式 The use of a process-oriented approach to facilitate the planning and production stages of writing for adult students of English as a Foreign or Second Language-by.8 Chaudron, C. (1984). Evaluating writing: Effects of feedback on revision. RELC Journal,15, l-14. 9 Fiona Hyland. The Impact of Teacher Written Feedback on Individual Writers J. 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