On The Application Of The Process-genre Approach To EFL Writing Teaching At High School In Ethnic Minority Area

Writing, as one of the four skills for communication, is an indispensable part in life. Writing teaching is the key to cultivate students writing capabilities, to accelerate students’ language knowledge intake and internalization, and to advance students’ comprehensive language level. Effective EFL writing teaching is not only the writing teaching objective of Senior High School English Curriculum, but also to meet the need of the talent demanding of society in new era. Unfortunately, at present, EFL writing teaching in China especially in ethnic minority area is still conducted in a traditional method—Product Approach. Students’ learning process is ignored and thereby the effectiveness of writing teaching is not obvious. In that case, the urgency of exploring an optimal EFL writing teaching approach becomes more and more evident for all the world to see. In such background, this thesis attempts to use Process-genre Approach to high school students’ EFL writing teaching in ethnic minority area to testify its feasibility and effectiveness.Firstly, this thesis discusses the origin of the Process-genre Approach, its main features, superiority, basic implementation steps, and theoretical foundations and attempts to verify its practicality of being used in EFL writing teaching in ethnic minority area.Secondly, a four-month experiment is conducted in the subject class. To testify the effectiveness of Process-genre Approach in EFL writing teaching in ethnic minority area, six tests are performed, and among them, pre-test and post-test are carried out in Product Approach to be references for four while-tests which are conducted in Process-genre Approach on three different genres.Thirdly, the results are analyzed and discussed and it is concluded that compared with the traditional method, Process-genre Approach is more effective for EFL writing teaching in ethnic minority area and benefits to building students’ confidence and stimulating learning interest.Finally, implications and suggestions are given on using Process-genre Approach for EFL writing teaching in senior high school in ethnic minority area.