A Research On The Application Of Genre Analysis To College English Writing Teaching

College English writing teaching has long been a great concern for both English teachersand English learners from perspectives of teaching and learning, for writing is a comprehensivepsychological process as well as a social activity, which can fully reflect an English learner’slanguage competence. However, English writing can often become obstacles for Englishlearners, and thus make them lose interest and patience, weaken their confidence in languagelearning. This status quo is not only attributed to the learners’writing abilities and the currentwriting teaching methods, but also due to their lack of genre awareness, lack of theunderstanding and mastery of different writing patterns of different genres. So it results in thatthey can’t express their ideas in a coherent and appropriate way. Therefore, how to solve thevarious problems encountered by English learners in writing, and how to give them effectiveand helpful assistance, so as to enhance their genre awareness and writing skills becomeessential tasks for college English teachers and educational researchers.On the basis of analyzing the traditional writing teaching approaches and the presentsituation of college English writing teaching, the present study proposes the application ofgenre analysis to English writing teaching practice, and conducts a targeted teachingexperiment. It can’t be denied that both product approach and process approach carry theirrespective advantages and disadvantages. This study focuses on genre analysis approach.Through the review of the development and the application of genre analysis in different areasespecially in the education area, the paper analyzes GSP theory of Hasan and Martin’s genremode of text. The study tentatively proposes the combined application of these two theoriesand methods to English writing teaching. Four hypotheses are put forward: (1) The applicationof genre analysis to college English writing teaching is more effective than traditional productapproach in cultivating and developing learners’ability of organizing texts of certain genres. (2)The application of genre analysis to college English writing teaching can improve learners’English writing skills. (3) The application of genre analysis can develop learners’genreconsciousness and thus stimulate their interest in English writing. (4) Genre approachcontributes to the improvement of English writing proficiency.80 subjects are involved in the research, among which 40 are from Chinese LiteratureMajor and 40 are from Mathematics Major of Qilu Normal University where the author works.The Chinese Literature Major class 1 is chosen at random as the experimental group (EG), theMathematics Major class 2 as the control group (CG). Through pre-test, pre-questionnaire,experiment procedures records, post-test, post-questionnaire and interview, it is proved from the results that the marks of EG has significant difference between pre-test and post-test fromgrammar, organization, content and appropriateness, while the results from CG didn’t witnessany significant difference before and after experiment.The present study holds that the application of genre analysis to English writing teachingcan better enable the students really participate in the writing process, can make them beaware of the different patterns of different genres, so that they can conduct their writing with aclear aim and appropriate language. As for English writing teachers, the application of genreanalysis can be of great help for them, because it makes the teaching process in the light ofcertain law and with rational to follow.