A Study Of The Application Of The Process-Genre Approach To English Writing Teaching In Senior High School

Language learning cannot be achieved without five basic language skills: "listening","speaking","reading","writing" and "translating".Among these five basic skills,writing,as one of them,is the concentrated embodiment and integration of language skills,showing the acquired language level of learners.It has always played an important role in English learning,and is also the English language educators and experts concerned about the content of English learning.However,in the process of English teaching,the basic purpose of writing to convey value information has not been clearly defined,the teaching content does not accord with the actual teaching output and application,and the teaching effect is unsatisfactory.According to the requirements for expressive skills in the English Curriculum Standards for Senior High Schools(revised in 2020,2017 edition,hereinafter referred to as "Curriculum Standards"),writing knowledge not only requires learners to have the ability to use language correctly,but also requires learners to effectively communicate and cooperate with others through communication.But the current domestic English writing learning and teaching is unable to reach this standard.In order to enrich the theoretical and applied research on this issue,this paper theoretically expounds the development process and research status of the writing teaching method of process genre method at home and abroad,summarizes its advantages,and then applies this teaching method to the class examples of high school writing teaching.In order to prove that process genre method can improve the writing level and interest of Chinese high school students,this paper will answer the following questions:(1)Can the application of process genre method in senior high school English writing teaching improve students’ interest in writing?(2)Can the application of process genre method in senior high school English writing teaching improve students’ writing level? If so,in what ways? In order to verify the above two problems,the author selected Class 1 and Class 2 of Senior Grade 2 of a middle school in Yingkou City,Liaoning Province as the research objects and conducted a two-month experimental study,in which class 1 was the experiment class and adopted the process genre method for teaching,and Class 2 was the control class,use the results method to teach.In this experiment,the author adopted the experimental research methods of pre-and post-writing test,questionnaire survey and student interview,and statistical data with the help of SPSS software,including pre-and post-testing independent sample T test and paired sample T test.Through this study,it can be concluded that process genre method can significantly improve students’ writing interest and writing ability,especially their ability to organize text structure and content expression.From the perspective of grade stratification distribution,process genre method plays an outstanding role in improving the scores of high level,middle level and low level,especially in improving the writing ability of students with low level.