A Study On English Writing Teaching In Senior High School Based On The Process-genre Approach

As we all know, writing is one of the most difficult parts among the macro-skills:listening, speaking, reading and writing. It is also a complex productive andcommunicative skill that many native speakers can hardly master. Nowadays, people paymuch attention to English writing increasingly. However, the current situation of Englishwriting teaching in senior high school is unsatisfactory in China. Therefore, it is importantto seek effective teaching measures to enhance the senior high school students’ writingability.Nowadays，in the field of senior high school English writing instruction, productapproach, process approach and genre approach are three dominant approaches in China.The product approach pays much attention to the linguistic knowledge. But it neglects thecultivation of students’ language writing ability. The process approach regards writing as acommunicative activity. It ignores the article characteristics and the language knowledgeinput. The genre approach takes the purpose of writing into consideration and paysparticular attention to the rhetorical organization of the texts. However, it neglects thewriting skills. In view of the respective advantages and disadvantages of the three writingteaching methods, as well as the study of the nature of senior high school English writing,the author thinks that the process-genre approach is the most effective and feasibleteaching mode to improve students’ writing ability. The process-genre approach is a kind ofteaching mode which integrates product approach, process approach and genre approach.However, it is not addition of the three approaches simply. It was put forward by professorsBadger&White who are from Stirling University.The research explores the effect of process-genre approach through the quantitativeand qualitative analysis. To test the effectiveness of process-genre approach, the authormainly uses the experiment and the questionnaire on the empirical research among thestudents. The experiment was carried out in two grade-one classes with the similarnumbers of students and the similar English level within12weeks. During the experiment,a pre-test, a post-test, and questionnaires were carried out and data analysis was conducted.The author attempts to verify the two hypotheses as follows:Firstly, the process-genre approach can more significantly stimulate students’ writingenthusiasm, confidence and interest than the product approach.Secondly, the process-genre approach is more advantageous to improve students’writing ability than the product approach. According to the results of the experiment, the students of EC outperformed thestudents of CC after the experiment. The English writing scores for students of EC arehigher than that of the students of CC(15.38>9.85). Therefore, process-genre approach ismore advantageous to improve the students’ writing ability than product approach. Inaddition, analysis of the results of the questionnaire shows that the process-genre approachcan more significantly stimulate students’ writing enthusiasm, confidence and interest thanthe product approach. By the experiment, the students form the correct writing habits andmaster a certain strategy. It shows that the process-genre approach should be implementedin senior high school English writing teaching.