Application Of Process Genre Approach To Teaching English Letter Writing In Junior High School

As a writing genre, English letter writing must be mastered by junior high school students and it also plays a key role in daily life and students' learning. Some related research shows that there exists some problems in students' English letter writing such as incorrect use of different genres, insufficient content and weak logical ability. The reason lies in that teachers pay more attention to results instead of process in English writing teaching and students receive little education of process-genre approach as well as single feedback model. Process-genre approach not only combines writing process with genres but also helps students master different writing skills about various genres and it also helps them learn how to construct discourse. The author's purpose is trying to apply process-genre approach into English letter writing.Through pre-test and post-test as well as questionnaires, the author tries to verify whether process-genre approach helps students enhance their overall ability; whether process-genre approach helps students improve their English writing in content, language and mechanic; whether process-genre approach ameliorates students' attitude towards English letter writing.The author carries out the experiment at Yanan Junior High School in Tianshui from September to November of 2015. Two classes from Grade 3 are chosen as experimental class(E2) and controlled class(E1) with 34 students separately. Both of them are taught by the same teacher, the author will use process-genre approach in E2 while in E1 the teaching approach is product approach. The experiment is based on constructivism, input hypothesis as well as discourse analysis. The instrument mainly includes questionnaire, test and Evaluation Standard of Content, Language and Mechanic. Before the experiment,the author utilizes questionnaire and pre-test to know students' current writing situation. After two month's experiment, a post-test of questionnaire and post-test are conducted. At last, the author employs SPSS 21.0 to compare results about pre-test and post-test scores and questionnaires to master students' change in scores.The results can be listed as follows. First, through the comparison between pre-test and post-test scores, the author finds that students' English proficiency has improved significantly. Second, students achieve great progress in content, language but harvest little progress in mechanic. Third, students hold a positive attitude toward writing and are willing to accept the writing model presented in experiment.