英语论文哪里有？本文的研究还存在许多不足。学生的写作水平需要很长时间才能提高。教师还应根据学生的实际情况灵活运用过程方法，为学生的终身学习奠定基础。
Chapter One Introduction
1.1 Research Background
With the development of globalization,English is one of the leading internationallanguages and is an essential communication tool in many aspects such as internationalconferences,science and technology,economy,and culture.It is becoming more and morenecessary to learn English well.As we all know,English learning includes listening,speaking,reading and writing.Listening and reading are input,and speaking and writing are output.They promote and complement each other.English writing ability reflects the expressive andcognitive abilities of English learners and is also an essential manifestation of comprehensivelanguage ability.It is also one of the most complex advanced language skills to cultivate.Cultivating learners'English writing ability is also one of the critical contents of the Englishteaching objectives in junior high school.
More importantly,writing is also a good way for teachers to understand students'learning.Compared with the four other language skills,the student's writing ability can betterhighlight the students'comprehensive ability to master the language.In learning the language,writing is a kind of test and feedback on students'learning results.Teachers usually usewriting to help students solve the problems encountered in learning a language.In a sense,writing can reflect students'current learning situation,contain the depth of students learningknowledge and structure,and measure students in the process of learning standards and theirextensive use of language ability.
Chapter Three Theoretical Foundation
3.1 Constructivism
Constructivism can be traced back to Piaget,the famous Swiss psychologist.He pointedout that children construct their external cognition and understanding through communicatingand interacting with their environment,which is the cognitive construction of children.
Learners construct new knowledge based on existing knowledge and experience.Basedon the elaboration of knowledge constructivism theory,knowledge learning can be regardedas the students themselves according to the existing cognition.With the help of teachers andpeers,using learning materials for logical integration and forming a constructional resultemphasizes the meaningful context,interaction with others,meaning construction anddialogue.
From the constructivist perspective based on learning,learning is a process of alternatinginnovation of old and new knowledge.It is not a simple superposition of informationaccumulation but a reconstruction of new knowledge of old knowledge and a process ofimproving cognition.In teaching,teachers should help students construct the meaning of thecurrent knowledge by creating contexts that meet the requirements of the teaching content andpromoting the connection between the new and old knowledge.
Chapter Five Data Analysis and Discussion
5.1 Analysis of Results of Questionnaires
5.1.1 Analysis of Results of Pre-questionnaire in CC and EC
All the students in EC and CC handed in the pre-questionnaire on Oct.25th,2020.
In order to make sure students'learning situation are similar before the experiment,author analyzed the results of pre-questionnaire in CC and EC.
Table 5.1 shows the statistical results of the first set of four questions in thepre-questionnaire.It shows the percentage of each option in EC and CC.These four questionsare about students'confidence in English writing.The analysis of questions and studentanswers is as follows.
5.2 Analysis of Results of Tests
In this part,the author analyzed the data of pretest and post-test in EC and CC to find outwhat effects process writing approach has on students'reading ability.The detailed analysis isas follows.
5.2.1 Analysis of Results of Pretest in EC and CC
The pretest paper was the final examination paper for Grade 8 students of Nan Yang in2018,and the pretest papers were finished before the experiment and handed in on time.Inthis thesis,the score of writing part of the pretest paper was chosen by the author.The totalpoints of writing parts are 15 points.
The author included 111 papers from EC and CC students as pretest data.Students in thethen two classes complete the same writing task at the same time.The authors controlled forall the relevant factors that could cause the scores to ensure the authenticity of the pretestscores,and the data fully demonstrated their true writing level.After this point the authorstake the SPSS 21 Relevant data of each group were analyzed and summarized.Statisticalresults of the EC and CC prediction test groups are shown in Tables 5-9a.
Chapter Six Conclusion
6.1 Major Findings
Based on a four-month process approach to writing teaching and previous researchresults carried out in the eighth grade of junior high school,the author conducted a morecomprehensive investigation into the current situation of English writing teaching in juniorhigh school and obtained some useful data.And the author conducted some analysis on thestatus quo of writing teaching in junior high school,hoping to find more practical andeffective methods for improving the teaching ability of English writing in junior high schoolon this basis.
This study is intended to explore the effects of the process approach.The teachingexperiment has been finished.The questionnaire and the interview about students'attitudesgot the results,too.Based on the above,several findings can be drawn out:
1.The results of two writing tests showed that the EC got a higher score than the CC,which suggested that the process approach was more effective in trials than the productapproach.
2.Statistics of Pretest and Post-test scores were analyzed by SPSS 21.0,and the analysisproved that the process approach had a positive effect on students'performance and writingability.
3.From the statistics of the survey led by questionnaire and interview,the majority ofstudents in EC prefer the process approach,which contains brainstorming,discussion,repeated drafts and revisions.And they have faith in improving their writing levels with theguidance of the process approach.
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