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

Writing,as one of the basic skills of English learning,is of great significance in the college entrance examination.Nowadays,the New Curriculum Standard for Senior High School has an increasing demand on English writing ability.However,English writing is the weak link of high school students,and also the most difficult and the most easily overlooked part in the process of English teaching in senior high school.Therefore,how to improve the students’ English writing level is worthy of studying and discussing.According to the present situation of English writing teaching and the requirements of New Curriculum Standard on English writing in senior high school,the author attempts to improve students’ English writing ability by using process genre approach.In this teaching mode,under the guidance of teacher,the students summarize the genre structure and the linguistic features of the article,and then combine all kinds of linguistic knowledge,such as words,paragraphs,chapters,etc,with various expression techniques to write a composition.This paper will demonstrate the effectiveness of process genre approach in improving students’ writing skills through teaching experiment and try to answer the following three questions:1.Can process genre approach arouse students’ interest in English writing?2.Is process genre approach more effective in improving students’ ways of writing than traditional teaching method?3.Is process genre approach helpful for students to cultivate their awareness of revision?The author chose one class randomly from the two classes taught by the author as the experimental class,in which the author adopted process genre approach,and the other class,as the control class,adopted the traditional teaching method.The whole teaching experimentlasted from September to December.Before the experiment,the control class and the experimental class both take the questionnaire survey and pre-test.The author found that there was no obvious difference in English learning achievement and cognitive level between the two classes.After the experiment,the questionnaire survey and post-test were also conducted.Through the experimental data analysis by SPSS20.0 and Excel,it can be found that the writing scores of experimental class is indeed higher than control class.Hence the author draws the following conclusions: 1.Process genre approach can arouse students’ interest in English writing.2.Process genre approach is more effective in enhancing students’ writing skills than traditional teaching method.3.Process genre approach is helpful for students to cultivate their awareness of revision.However,because of the limitation of time,sample size as well as other factors,the results of this teaching experiment may not be typical enough.Thus,in the future study,the researchers should expand the span of time and the size of the sample.This paper consists of six chapters: Chapter one is an introduction to this paper.Chapter two is a literature review,which mainly reviews related writing approaches,previous researches on the process genre approach to English writing teaching at home and abroad and the application of process genre approach to senior English writing teaching.Chapter three is the theory framework,in which process genre approach,constructivism theory and genre analysis theory are involved.Chapter four is the research design,which involves the research subject,the research instruments and the research procedures.Chapter five analyzes and discusses the experiment data,which consists of the analysis of questionnaires and tests.Chapter six is the conclusion,which includes major findings,limitations of the study as well as suggestions for future studies.