An Application Of Process-genre Approach Into Junior English Writing Teaching

Writing is not only an important part of language skills but also the main way to language output.It can reflect how the students express their true thoughts in English.Besides,it is one of the most important aspects of the evaluation of students' comprehensive ability of using English.For a long time,writing is seen as a difficult point for English learning and a hot research topic for English educators.To this end,some theoretical and practical significance to guide the teaching of writing came into being.Among them,R.Badger & G.White put forward process-genre approach in 2000,which integrates with the respective advantages of the product approach,process approach and genre approach.It has been proven an effective teaching approach in college or high school English writing teaching practice.The author finds that each unit of the English textbook Go for it is topic-based.Of all the topics,the texts with particular genre present the relevant contents related to students' real life and learning.According to the analysis of the characteristics of English writing,the author has found that it is based on the topic and the principle of the use of real language situation.Students are required to organize passages logically and produce a good writing.All these make it possible for the author to apply the process-genre approach in junior middle school English writing teaching.In this research,the process genre approach was applied to this study in junior high school English writing teaching.Learning from the related research literature at home and abroad,combining with the characteristics of students and New Curriculum idea,the author put forward the practical and feasible teaching pattern.This teaching of writing mode under the guidance of process genre approach is intended to testify the following hypothesis:1)Process-genre approach contributes to the improvement of autonomic writing competence for junior students;2)Process-genre approach helps students to develop a sense of positive emotion and attitude to English writing.The experiment lasting for one semester with two parallel classes of Grade Nine has been performed in Ganzhou Junior High School.One is set as an experimental class while the other is set as a control class.They were taught by the same teacher with the same teaching materials.Pre-test and pre-questionnaire were conducted before the experiment.During the experiment,the students were instructed English writing with the process-genre approach in the experimental class while the product approach in the control class.In addition,in order to better understand the effect of teaching experiment,a writing test was added during the experiment.Questionnaire survey,interview and writing tests were carried out in this research.The author analyzed the experimental data collected by software SPSS 20.0 to compare the teaching results with of the process-genre approach with the product approach.The results show that the writing teaching mode with the guidance of process-genre approach was more effective;the students' writing performed better in whether scores or writing ability.At the same time,through classroom participation,personal experience and understanding,it made the students feel the pleasure of writing,increased their confidence and motivation in writing.It provides a new perspective on how to optimize Junior English writing teaching mode better so as to improve students' writing.