An Empirical Study On Process-Genre Approach In English Writing Teaching In Senior High School

English writing,as one of the four basic skills that students must master,has a rather vital influence on English teaching.However,in the practical English teaching,writing is often ignored,consequently,students’ problems in writing remain unsolved,and their writing interests are not developed.The Process-Genre Approach as a teaching method has combined advantages of the following traditional approaches: the Product Approach,the Process Approach and the Genre Approach.In the environment of this approach,students are the center in the whole process of teaching.Moreover,in this approach,not only the guidance of grammar and sentence structure is given to students but also enough input about genre knowledge and discourse knowledge is provided for the students.Moreover,much attention is paid to the cultivation and training of students’ writing skills.This study aims to apply the Process-Genre Approach to English writing.Two research questions are explored:(a)What are the effects of the Process-Genre Approach on students’ writing ability?(b)What the changes of students’ attitudes towards English writing after the implementation of the Process-Genre Approach? In order to explore these two research questions,an experiment was conducted.Two classes were selected,one as an experimental class and the other as a controlled class.Research instruments involve pre-test and post-test,questionnaire,and interview.The software SPSS 22.0 was applied to analyze the data.The research findings show that the Process-Genre Approach has improved students’ English writing ability and changed their attitude towards English writing.And some pedagogical implications based on the study have been proposed at the end of the thesis.