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

English writing,as it is known,is an essential component of English teaching and learning,and it plays an increasingly important role.Furthermore,the newly issued Senior High School English Curriculum Criterion demands higher ability of using language for students in English writing.However,the current teaching situation is that product approach is dominating much of the teaching writing in class which is not satisfying.In this situation,students are usually short of writing enthusiasm and they even have writing anxiety.Therefore,new writing teaching methods are required to improve the teaching situation.The process-genre approach is an integrated writing teaching method that includes the combination of the product approach,the process approach and the genre approach which has its own merits.According to the process-genre approach put forward by Badger and White,this paper applies the approach to senior high school English writing class to see the effectiveness of this new teaching method.This study tries to answer two research questions as follows.1.Can the process-genre approach alleviate students’ writing anxiety in English writing?2.Can the process-genre approach contribute to the improvement of students’ English writing proficiency?In order to work out the two research questions,an experiment was conducted in the senior high school,which starts from the beginning of September 2017 to the end of December 2017 in Jinzhou.The participants are 119 students who are randomly chosen from the two parallel classes of Grade One in the high school.During the research,one class is the experimental class(EC)employed the process-genre approach to writing teaching,and the other is the control class(CC)used in traditional writing teaching method.The research instruments including questionnaire,tests and interview are employed.The collected data is analyzed from the tests and questionnaire with the SPSS19.0.The result of the experiment shows that the process-genre approach has a positive influence on alleviating students’ writing anxiety and improving students’ writing proficiency.Therefore,the application of this approach to writing teaching is feasible and effective to reduce the existing problems in the current situation,but there are still limitations requiring further study.