An Empirical Study On The Application Of Process-Genre Approach To English Writing Teaching In Senior High School

English writing is an important measure to evaluate the overall quality and all-round capacity of students' English,which is one of the basic approaches to think and convey.It is also a skill that can reflect the ability of logical thinking and verbal expression.Besides,as an important component in English teaching,writing has already been an important teaching objective for cultivating students' comprehensive language application ability.At present,three traditional English writing teaching methods,such as the product approach,the process approach and the genre approach,are adopted in senior high school.The product approach mainly focuses on the application of language knowledge and final writing product,but ignores the improvement of students' writing proficiency in terms of discourse structure.The process approach regards the writing as communicative activities,and emphasizes on writing process and writing skills,but the language and genre knowledge are not paid enough attention.The genre approach emphasizes the writing purpose,genre style and discourse structure,but overlooks the writing skills.Therefore,in order to maximize advantages of each writing approach,Badger and White(2000)put forward the process-genre approach to English writing teaching.The process-genre approach is a comprehensive writing teaching approach which combines product approach,process approach and genre approach.It aims at cultivating students' writing interests,drilling their writing skills and improving their writing proficiency.In order to testify the validity and feasibility of the process-genre approach to English writing teaching in senior high school,the researcher implemented the teaching experiment around the following four research questions:(1)How does PGA to English writing teaching exert an influence on student's emotional attitudes towards English writing,writing habits and writing ways?(2)What effect on students' writing proficiency will the PGA to English writing teaching produce?(3)Which teaching steps and possible problems of PGA to English writing teaching should draw teacher and students' attention so as to improve teaching efficiency?(4)What kinds of roles should teachers play in the process of PGA to English writing teaching ?This thesis firstly analyzes the status quo of English writing teaching in senior high school,illustrates the advantages and disadvantages of the three traditional English writing teaching approach,gives a brief introduction of process-genreapproach,and then analyzes its theoretical foundation and puts forward four concrete teaching stages.This study takes two classes(Class 5 and Class 6)from a senior high school of No.2 Middle School attached to Qinghai Normal University in Xining city,and a fifteen-week teaching experiment is conducted in this experiment.The process-genre approach is adopted in experimental class and the controlled class is taught by the process approach.The students of these two classes take the pre-test and post-test as well as questionnaires before and after the experiment.Besides,several experienced teachers and students selected from the experimental class are interviewed.The research results shows that the process-genre approach can not only effectively improve students' English writing proficiency,but also stimulate their interests towards writing.What's more,it can help them develop their good writing habits and writing ways.Therefore,this writing approach is worth popularization in senior high school,and it is also beneficial to the guidance of future English writing teaching study.