An Experimental Study On The Effects Of Process Genre Approach On Practical Writing Of Senior High School English Learners

English writing is an important way to measure learners’ comprehensive pragmatic ability.Practical writing is closely related to our daily life with strong practicability and it is the focus of English writing teaching in high school.According to the English Curriculum Standard for General High School(2017edition,2020 revision),students are required to master the basic format,structure and language characteristics of common practical texts in daily life.Through statistics,the researcher found that practical writing accounted for the largest proportion of written expressions in the College Entrance Examination.However,after sorting out the current situation of English practical writing teaching,it is found that there are problems in learners’ compositions such as lack of rich writing content,ineffective assessment of exercises,detachment from the context,and improper format.In order to solve these problems,scholars have proposed different ways to deal with them.The Process Genre Approach is one of the integrated writing teaching methods proposed by scholars.Based on the Functional Discourse Analysis Theory,the Genre Analysis Theory,the Input Hypothesis Theory and the Sociocultural Theory,this study applies the Process Genre Approach to the teaching of high school English practical writing,aiming to test the feasibility and effectiveness of the Process Genre Approach.The two main questions are: 1.What is the effect of process genre approach on the quality of practical writing of high school English learners? 2.What is the effect of process genre approach on writing self-efficacy of high school English learners? The exploration of writing quality is analyzed in terms of three dimensions: language accuracy,language fluency and syntactic complexity.The researcher conducted a nine-week teaching experiment in secondary school X in S.Two parallel classes in the second year of senior high school were selected as the experimental and control classes.The researcher used literature research method,teaching experiment method,testing method,corpus analysis method,and questionnaire method to conduct the experiment,then the experimental data were compiled and analyzed.The results are as follows:1.Compared with the pretest,learners’ overall writing quality in the experimental class improved on average in the post-test and there was a significant difference,indicating that the Process Genre Approach can improve the overall quality of learners’ practical writing.In detail,the mean values of language accuracy and complexity improved compared with the pretest and there were significant differences;the mean values of fluency also improved compared with the pretest,but there were no significant differences.This indicates that learners’ writing accuracy and complexity improved significantly by teaching the Process Genre Approach.However,the improvement in language fluency is not obvious.2.Compared with the pretest,learners’ writing self-efficacy in the experimental class increased on average in the post-test and there was a significant difference,indicating that the Process Genre Approach can improve learner’ self-efficacy.Moreover,the Process Genre Approach can strengthen the influence of learners’ own state and peer effect on learners’ writing self-efficacy,and can guide learners to attribute their writing success to the improvement of their own writing ability.The study proves that the Process Genre Approach can effectively promote learners’ practical writing quality and writing self-efficacy,and can be applied to the teaching of practical writing in high school English,especially the training on language accuracy and complexity,which makes learners’ writing more accurate and rich.At the same time,the editing and revising can guide learners to participate in the process of work review,highlighting the educational concept of “student-oriented” and raising learners’ awareness of revision.When implementing the process,teachers need to pay attention to the analysis of model essays before writing,guide learners to notice the format and structure of application essays,and provide guidance and timely feedback to learners’ self-assessment and mutual assessment.