The Application Of Process Genre In Junior Middle School English Writing Teaching

The new curriculum reform advocates to explore and cultivate students'intercultural communicative awareness and improve students' ability to think and express in English. The writing score has been increased to 25 points in the exam outline of high school entrance exam. The design of writing tasks covers knowledge and abilities. However, students' writing capacities can't reach the requirements of the examination syllabus. Teachers and students mainly have three obstacles: knowledge obstacles; skills obstacles and feedback obstacles .This study tries to apply process genre method to English writing teaching in a junior high school and puts forward a new teaching mode. The research questions are :(1) How does process genre method stimulate students' interest in writing and improve their writing confidence? (2) How does process genre method solve the writing barrier? (3) How does process genre method help students form a good habit of English writing? (4) How does process genre method enhance the comprehensive utilization of English according to students' different writing levels ?This research impletes teaching experiments and writing tests among 96 middle school students. With SPSS software, make independent sample t-tests before and after the experiment. Paired sample t-test and analysis of variance are conducted among high score group, average group and low score group.Research results show that the process genre method can stimulate students'positive emotional factors by creating democratic teaching atmosphere . Students'cooperation abilities are developed. Students have a good command of genre types and apply them in writing to meet the communicative purpose of writing. Students'good writing habits are raised to conform to learners' cognitive process and rules of the language acquisition. Besides, the process genre method effectively enhances writing skills of students in different levels, especially for average students .Studies have shown that process method can be used in junior high school teaching, but the specific implementation needs teachers to integrate resources multi-dimensionally and introduce multiple evaluation system. A mutual cooperation teaching mode should be established. Students develop good writing strategies and pay attention to feedbacks to expand channels of writing.