An Empirical Study Of Process-Genre Approach To EFL Writing Teaching In Senior High School:A Case Study

In the process of English learning, writing is a most essential way to think and express in English, and to a certain extent, writing can reflect a student’s ability of thinking organization and language expression. In the five basic skills in English language (listening, speaking, reading, writing and translating), writing occupies an especially significant status. Therefore, the improvement of English writing skills is not only an important goal for English teaching, but also an important means of training students to develop their basic English literacy.However, in the English teaching practice of senior high schools in China, the situation of English writing teaching is not optimistic. It has become a weak link of English teaching in senior high schools. For one thing, because the English foundation of most high school students is weak and they often do not have enough basic writing skills, their English writing ability is inadequate. Some students are also influenced by the grammar structure and their expression ability of their native language. For another, in the traditional teaching evaluation system, teachers tend to take examination-oriented education system as the core of the English teaching, causing the students’ low enhancement in their writing ability.Based on the problems which have existed in English writing teaching in China high school, and through theoretical analysis and empirical research on Process-Genre Approach, this paper intends to solve the following questions. Firstly, finding out and solving the actual problems the senior high school students are facing in English writing; Secondly, exploring the validity of Process-Genre Approach in the writing teaching; Thirdly, helping high school English teachers improve their teaching skills.This paper mainly includes the following six chapters. The first chapter is Introduction, firstly introducing the research background and research significance of the paper, further pointing out the research questions and research objectives, and then describing the research structure and research content in details, laying the foundation for the research of the paper. The second chapter is Literature Review. The author firstly elaborates the theoretical basis of the paper, then analyses the product method, the process method, the genre method, the process-genre approach and etc, in order to have a better understanding of the English teaching methods, and finally summarizes the research actuality of home and abroad to provide the important theoretical support for the research of the paper. The third chapter The Design and Application of Process-Genre Approach to EFL Writing Teaching discusses the process of Process-Genre Approach in details. The fourth chapter Research Methodology and Data Collection, firstly describes the research methods, research themes and research instruments, and then collects the experimental data scientifically. The fifth chapter is Data Analysis and Research Findings. The sixth chapter is Conclusion and Suggestions, which is based on the empirical research on Process-Genre Approach in English writing teaching in a senior high school and draws several preliminary conclusions, followed by some specific teaching suggestions, which provides an important basis for the practice of Process-Genre Approach in English class of senior high schools.