An Experimental Study On Process Genre Approach In High School English Continuation Task Teaching

English writing,one of the basic English language skills,can effectively contribute to the internalization of language knowledge and enable students to express their ideas fluently.As a comprehensive testing form combining language understanding and expression,continuation task has officially become a new writing form in the National College Entrance Examination since 2021.However,the exam results show that a significant proportion of students have deficiencies in the insufficient content,simple language structure,and low integration with the original text in the completion of the continuation task,which may attribute to their lack of receptive and productive skills.This poses a new challenge to the current English teaching in senior high school.The Process Genre Approach(PGA),regarding writing as a process of the writer’ s producing a specific text from a specific context,absorbs the strengths of product approach,process approach and genre approach and facilitates learners to actively and creatively produce articles with structure and language characteristics that are consistent with the specific genre.Hence,this study attempts to apply the PGA to the teaching of continuation task in senior high school,aiming to find out the impact of the PGA on the content,language,and structure of the continuation task in senior high school.Based on Input-Output Hypothesis,the Genre Analysis Theory,the Cohesion Theory and Coherence Theory,and the Interactive Alignment Theory,140 students from two classes of Grade 10 in a key senior high school in Hebei Province are chosen as the research subjects.During the 13-week experimental research,the PGA is adopted in the experimental class(EC),while the product approach is applied in the control class(CC).With tests and interview as instruments,the research intends to answer the following questions: What is the effect of the PGA on the content(content richness and integration with original text)of senior high school students’ continuation task writing? What is the effect of the PGA on the language(lexical variety and syntactic complexity)of senior high school students’ continuation task writing?What is the effect of the PGA on the structure(cohesion and coherence)of senior high school students’ continuation task writing?The research finds out that the PGA can improve students’ compositions from the writing content,language,and structure,with the content richness and the cohesion and coherence of structure being the most significant.Therefore,it is advisable that teachers can flexibly use the PGA in conducting writing teaching according to the actual teaching situation,and design specific teaching activities in the imitation and discussion stage according to student’s proficiency level to help students better consolidate the knowledge and language skills they have acquired.