The Influence Of Process Genre Approach To Writing Ability Of English Practical Writing For Students In Senior High School

Writing, representing students· English comprehensive abilities, hasplayed an important part in senior English language teaching (ELT). Itdoes emphasize the comprehensive capability in English. However, thetraditional product approach has dominated in senior English writingteaching for a long time. This causes that human-centered andstudent-centered teaching concepts can·t be completely embodied inwriting teaching. While process genre approach (PGA)has been proved tobe an effective writing teaching approach in lots of studies and alsoembodies humanismμ. But from existing studies, the studies on PGA arerare in English practical writing in senior high school.On the basis of above mentioned situation， the present study appliesPGA to English teaching on practical writing. There are three researchquestions:1) In improving students· English writing abilities, is theprocess genre approach more effective than the product approach inpractical writing teaching?2) Whether the process genre approach canstrengthen students· writing confidence in practical writing or not?3)Whether PGA has more significant effects on the High Score Group thanthe Low Score Group in EC or not? For these questions, the present studyadopts contrast experiment, questionnaire and observation, which aim toexplore the influences of PGA in English practical writing in senior highschool.The subjects are132students(medium or low English writing level)both in Class3and Class5in Senior One in some high school in Xing Yi,Guizhou province. The teaching experiment lasts more than4months.Class3is experimental class(EC), adopting PGA, and Class5iscontrolled class(CC), adopting product approach. The author makes use of SPSS15.0and Microsoft Excel to analyze and arrange theexperimental data. After adopting PGA, the research results show asfollows:(1) After the pre-test and post-test, students· composition scores in EChave more obviously improved than that in CC. This proves that PGAcan more effectively enhance writing abilities in medium and low levelthan the product approach.(2) By correlation analysis between composition score and total score inpre-test and post-test, the correlation has significant difference. Thisindicates that the increase of composition score promotes the increaseof total score. Therefore, this also proves that PGA can promotestudents· English comprehensive abilities.(3) By questionnaire and observation, PGA largely strengthens students·writing confidences and makes more students rightly use relevantgenres to write.(4) Comparing the pre-test with the post-test, by independent samples testbetween the High Score Group and Low Score Group in EC, theresults show that both groups in EC have increased their compositionscores, which means that they all have improved their writing level.However, from the increasing degree, the Low Score Group increasesmore. This result has proved that PGA using in EC has moresignificant effects on the Low Score Group than the High ScoreGroup.