| As Scott considered, the present challenge for foreign language teachers is to integrate writing into language instruction right from the start, since students will benefit from the discovery that occurs as they compose by using the target language(1995). He who knows the art of writing can everywhere make a good living.(Xiao Fushou,2007)Linguists point out :writing is not only helpful for the learning about vocabulary, grammar, sentence structure, texts, but also improves the potential development of listening, speaking, reading and thinking; meanwhile, these in return play a part in the cultivation of writing. Writing teaching is conducive to help the students comprehend the English made of thinking, and to form a habit of thinking in English,and to enhance the capability of the comprehensive utilization about language knowledge.According to English Curriculum Standards for Compulsory Education and Senior High Schools, It is more important to improve the abilities of acquiring information, handling information, analyzing and resolving problems in English ,especially to raise the skills of thinking and expression in English.Since new Curriculum reformation, Chinese students'overall level in English has been obviously improved, above all, the development of the abilities of listening and speaking, however, the ability of writing is in the other direction. Traditional teaching method pay more attention to language knowledge and other skills but writing ,which is far behind the new Curriculum Standards, moreover, it interferes the balanced development of the ability of language's comprehensive utilization(Chen Lin,2007)As a result of various pressures of time and the need to cover the syllabus, writing is often relegated to home and takes place in unsupported conditions of learning. The danger in these circumstances is that poorer writers struggle alone and the experience confirms in their perception of themselves as failing writers. And better writers miss valuable opportunities for improvement through discussion, collaboration, and feedback (Tricia Hedge,2002:299-332).It is English teachers'duty to research new teaching approach."Process genre Approach has advantages in time and effect , it takes less time ,but achieves striking effect, which tallies with the fact that the EFL writing teaching in China at present ,and should be popularized by experiments"(Han Jinlong,2001)Author tried to apply the Process genre Approach to the EFL writing teaching at high school, and put forward the following hypothesis: PGA may strengthen the students'writing skill, cultivate them excellent writing habit in language form, language procedure; PGA may foster the students'ability of discourse construction from writing content, purpose and language function ; PGA may improve the students'writing level.Main research method: literature retrieve; questionnaire; experiment. The author adopted literature retrieve to search theoretical basis of English writing teaching ,to comprehend the current situation of the research about EFL writing teaching abroad and home; by putting to use questionnaire to understand the situation about EFL writing teaching at high school; by employing experiment to verify the hypothesis. Firstly, the author introduced the background and significance, main research method, and the basic structure of the thesis; then in Chapter One, Literature Retrieve, the author reviewed three popular writing teaching approach------product approach , process approach ,genre approach. Next in Chapter Two, the author expounded at some length the process genre approach, including five aspects: how to put forward, theoretical basis, steps to implement, the principle, and the current research situation. To verify the hypothesis, the author made an experiment, and analyzed the results by spss16.0 (paired samples t-test). The results demonstrated the hypothesis right. Finally, in conclusion, the author pointed out the main findings ,defect, and put forward some proposal. |
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