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

As a basic skill of English language learning,writing is a kind of ability to output the language and it is also a higher level of the language use.In recent years,the implementation of the New English Curriculum Standards for Senior High School has made English writing teaching become an important part in high school English teaching.The trend of college entrance examination propositions has also paid more attention to English expressive ability.However,in today’s high school English teaching,under the pressure of examinations,some teachers pay more attention to writing results and neglect writing skills,which hinders the improvement of students’ comprehensive ability in English writing.In view of the present situation of Senior High School English writing teaching and the requirements of the New Curriculum Standards,this study attempts to improve students’ writing ability by using process-genre approach.The process-genre approach proposed by Badger and White believes that the writing not only includes language knowledge and genre knowledge,but also should focus on writing purpose and writing process.The process-genre approach holds that it is vital to analyze the genre knowledge of the model text before writing;at the same time,in the process of writing,students are encouraged to actively participate in the writing process through the peer interaction;meanwhile the feedback and the revision after writing also cannot be ignored.This study will demonstrate the effectiveness of process-genre approach in high school English writing teaching through experiments,and try to answer the following questions: 1.What are the effects of process-genre approach on students’ writing attitude? 2.What effects can be made on students’ English writing genre awareness and revision awareness by the implementation of process-genre approach? 3.Can process-genre approach improve students’ writing ability?In order to solve the above problems,in this study,students from Yingkou Development Zone No.2 High School are selected as the research subject.Two parallel classes are selected in the first grade for a 16-week teaching experiment.The traditional writing teaching approach is adopted in the control class and the process-genre approach in the experiment class.The author collects the data through the questionnaires,the writing tests(pre-text and post-test)and the interview,analyzes the data with the help of SPSS.21 and Excel software to draw conclusions.The results show that compared with the traditional writing methods,the process-genre approach can create a democratic classroom atmosphere to stimulate students’ writing interest and change students’ writing attitudes;students can familiar with the corresponding genre types to improve genre awareness;the positive feedback from peers and teachers can enhance students’ awareness of revision.In short,the process-genre approach can improve student’swriting ability.However,there are also some deficiencies in this study,which need to be further improved.