Effects Of Process-genre Approach On Senior High School Students’ English Writing Ability

Writing is a skill that can objectively reflect students’ language ability and thinking quality.The process-genre approach is a comprehensive writing teaching model,which employs the formative evaluation method,reflecting the concept of the new curriculum reform,and is worthy of application in senior high school English writing teaching.Based on genre analysis theory,schema theory and cognitive theory of writing,this thesis uses the quantitative and qualitative method to examine the effects of process-genre approach on senior high school students’ English writing ability.This paper aims to answer the following three questions:(1)What are the effects of process-genre approach on the content of senior high school students’ writing ability?(2)What are the effects of process-genre approach on the structure of senior high school students’ writing ability?(3)What are the effects of process-genre approach on the language of senior high school students’ writing ability?A total of 96 students from Class 3 and Class 6 of senior two in a senior high school in Changzhou,Jiangsu Province are selected as research participants.Class 3,the experimental class,adopts the process-genre approach to teach English writing,while Class 6,the control class,uses the product approach.Meanwhile,writing tests and interviews are employed to compare the effects of process-genre approach and product approach on senior students’English writing ability with the aid of SPSS 26.The subjects of interviews are 6 students from three levels(high,medium,and low English writing proficiency)in the experimental class.Thereupon,the contents of interviews are recorded and transcribed into English accordingly for further analysis.Major findings are summarized as follows:To begin with,the process-genre approach has a significant effect on the content of senior high school students’ English writing ability.The results of the post-test display that there exists a significant difference between EC and CC concerning the writing content(p<0.05),and students in EC make more strides in their writing’s content compared with the pre-test.The results of interviews show that under the guidance of the process-genre approach,students can focus on the purposes and requirements of different genres of writing consciously,and determine the content of their writing according to different genres.What’s more,activities such as brainstorming and discussion can activate relevant schematic structures in students’ brains,and motivate students to exchange their inspirations with each other.In addition,the process-genre approach has a significant effect on the structure of senior high school students’ English writing ability.The results of the post-test reveal that there exists a significant difference between EC and CC with regard to the writing structure(p<0.05),and students in EC make more progress in their writing’s structure compared with the pre-test.The results of interviews illustrate that the process-genre approach can promote students to focus on the text structure of sample essays of different genres during the process of model essay reading and analysis.Moreover,students can concentrate more on the organization and coherence of their articles when writing for the reason that the main writing points have been identified in the stage of making an outline.Last but not least,the process-genre approach has a significant effect on the language of senior high school students’ English writing ability.The results of the post-test demonstrate that there exists a significant difference between EC and CC as to the writing language(p<0.05),and students in EC make more advancements in their writing’s language compared with the pre-test.The results of interviews show that the process-genre approach can assist students to learn and accumulate advanced and appropriate language expressions according to different genres.Additionally,peer revision can improve students’ability of revision and cognition,and facilitate students to reflect on their own essays and avoid making the same mistakes.The implications concluded form the research findings are that English teachers should apply the process-genre approach flexibly according to the actual situation of teaching,and it is of importance for English teachers to cultivate students’ cooperative learning ability when organizing classroom activities.Besides,English teachers should also adopt various evaluation methods and instruct students to pay attention to different forms of feedback when implementing this approach.