Research On The Complementarity Between Recitation And Process-Genre Approach In High School English Writing Teaching

Writing plays a vital role in high school English teaching, for it is not only a goal and device of English teaching, but also an essential criterion to judge the teaching quality. However, teaching and learning English writing remain difficult for teachers and students. This is due either to the teaching approaches adopted or the way of assessing students' writings. Problems in students' writings include their poor command of the basic language knowledge, the negative influence of Chinese writing habits, and a lack of adequate writing strategies. The recitation and process-genre approach are good and effective in many instructors'eyes, though both have their defects. The recitation approach is said to be time and energy consuming as a result of lacking teacher intervention, while the process-genre approach lacks sufficient language input and students do not have enough inner language resources.Based on the above understanding, the author of this thesis puts forward the model of teaching writing by combining the recitation and the process-genre approach, asserting that the two approaches can complement each other, leading to better teaching results. This teaching model combines inside class teaching, outside class input, and formative evaluation. The contrastive method is adopted in the research. The process-genre approach is used in both the experimental and controlled classes, but students in the experimental class are required to have additional recitation tasks. The experiment is intervened by the teacher's careful selection and planning of the materials and the data are file recorded for later use. All the data are processed with the help of SPSS for windows 12.0 and Microsoft Excel.The results show that the combination of the two approaches has a better effect on the improvement of the students'writing skills than each individual approach. They also indicate that most students gain noticeable confidence in English writing and develop fine writing habits and strategies, which are shown in their better quality writings and their answers in the survey and the iterview.