A Study On The Application Of The Process-Genre Approach To English Writing Teaching In Senior High School

English writing is the manifestation of learners’ integrated language skills,it can not only help learners express thoughts and ideas but also objectively reflect their overall ability of linguistic performance.With the wide implementation of the “New English Curriculum Standard” in recent years,English writing has been given much importance;therefore,English writing teaching plays a crucial role in English teaching in Senior High School.By reviewing the writing teaching approaches applied in domestic English writing,it can be noticed that English writing teaching is mainly guided by the traditional writing approaches.However,these approaches regard writing process as the process of language output,and also ignore the learners’ active participation in writing process.As a result,they can not effectively improve the present situation of English writing teaching and also hinder the improvement of students’ writing competence.Upon such circumstance,the process-genre approach,in recent years,has risen and has been greatly welcomed by an increasing number of scholars and teachers in English writing teaching.The present research aims to testify whether the application of the process-genre approach to English writing teaching in Senior High School can yield positive effects in arousing students’ writing interest,building up their confidence,and moreover improving their writing competence.Based on the study on the process-genre writing approach,the present research proves a more effective writing teaching approach to improve learners’ writing competence.The thesis tries to testify the following two research hypotheses,namely,(1)compared with the traditional writing teaching approach,the PGA is more effective in improving students’ overall writing competence,(2)the PGA can make positive impacts in building up students’ writing confidence,arousing their interests,and cultivating their cooperative awareness.With the guidance of the teaching experience,the author of this thesis applies the process-genre approach to writing teaching among two classes of Senior Two from a Senior High School in Dalian.During the 20-week experiment,the author selects two parallel classes;one as the EC(Experimental Class)where the process-genre writing approach is adopted basing on the content of the textbook.The other is chosen as the CC(Control Class)which is still taught by the traditional approaches.The students of both classes take the pre-test and post-test and also respond to the questionnaire.And some students from experimental class are also randomly chosen to conduct an interview.With the help of the software of SPSS 19.0and Excel,the author systematically analyzes the data collected from questionnaires,writing tests,and the interview.The result of the experiment shows that,compared with thetraditional writing teaching approach,the process-genre approach makes positive effects in improving students’ writing ability and inspiring their writing interest.After the experiment,the author reflects on some limitations shown in it and also provides improvement advices.The author suggests that the further researches on the application of the process-genre approach to English writing should focus on the roles of teacher and learner in writing process,and the relevance and effectiveness of the analysis of the model essays should also be given much importance.