| Summary writing requires students to make a brief summary of the text provided,which is a complex process from input to output of the given information.Students need to integrate information based on the understanding of the content and the main idea of the text to form a piece of summary within 60 words covering all the key points in the original text.Summary writing not only brings difficulties to students’ English writing learning,but also raises new requests for teachers’ teaching.There is no practical teaching model for English summary writing teaching in the current stage.This study attempts to apply the Process-genre Approach to English summary writing class in senior high school according to the major factors impacting summary writing.The Process-genre Approach not only focuses on the background information input before writing,students’ class participation and iterative editing during writing,but also pays attention to the reflection after writing.At the same time,it analyzes the structure of different genres of writings,which could help students with their writing.Therefore,based on the Schema Theory,Genre Analysis Theory and Affective Filter Hypothesis,this thesis is going to explore the following two questions:1.What are the effects of the Process-genre Approach on senior high school students’ English summary writing motivation?2.What are the effects of the Process-genre Approach on senior high school students’ English summary writing proficiency?In this study,106 students(EC=53,CC=53)from two parallel classes of a high school in Yueyang city were selected to take part in the experiment.During this experiment,the Process-genre Approach emphasizing the genre analysis and the writing process was applied to the experimental class,while the conventional writing teaching method was applied to the controlled class.Before the experiment,a summary writing motivation questionnaire and a writing proficiency test were used to measure the participants’ writing motivation and proficiency.After the experiment,both classes were asked to take the summary writing motivation questionnaire and writing proficiency test again.Then interviews were conducted among some students of the experimental class.The data collected during this experiment was analyzed with SPSS26.0 Software.Then the study discussed the research questions respectively.(1)The classroom atmosphere of the Process-genre Approach writing teaching model can improve students’ classroom participation,which has a positive impact on students’ intrinsic motivation,extrinsic motivation and self-efficacy;(2)The rich input before writing,the group discussion and modification during writing and the reflection after writing can promote students’ English summary writing proficiency,which makes a difference to students’ ability on discourse summary and organization.The result shows that the Process-genre Approach writing teaching is helpful to promote the students’ English summary writing motivation and develop students’ summary writing proficiency,and shows the accessibility of the Process-genre Approach writing teaching model in summary writing teaching in senior high school,which has some edification for English summary writing teaching at this stage.The teachers need to update the writing teaching conception,provide enough background information about the writing subject before writing and make full use of the classroom feedback. |
