A Study On Englich Writing Teaching Strategies In Senior High School——the Process Genre Approach

In recent years, more and more teachers have realized the importance of writing in English language teaching. The trend seems to have been reinforced by new writing objectives in the newly promulgated Senior High School English Curriculum Criterion and demand of ability in the 21st century. However, for many years, traditional product approach, which focuses on the final product of writing, remains dominant in writing teaching in Senior High School. The approach emphasizes teacher-centered teaching process and ignores students'active behavior in learning, which is contradictory with"people-oriented, student-centered"teaching ideas and not consistent with disciplines of second language acquisition as well. Therefore, it is very urgent to explore an effective writing strategy or approach for SeniorHigh School students.The thesis aims at exploring an effective writing strategy for the students of Senior High School. It systematically probes into the formation of the Process-genre Writing Approach and its essence, main features and the basic operational model as well. Based on the survey and the experiment, this thesis tries to explore an effective method to arouse students'interest in English writing so as to improve their writing ability. Meanwhile, students'language skills and communicative competence can be achieved. Furthermore, students can promote language intelligence as well as English comprehensive ability.This thesis consists of five chapters. Chapter One is the literature review; Chapter Two discusses and compares the three approaches available in traditional teaching writing, and then, introduces the definition of Process-genre Writing Approach, explores its formation, essence and main features. Chapter Three focuses on the experiment. The experiment lasts for one-term. One class is referred to as the experimental, in which the Process-genre Writing Approach is utilized; the other is referred to as the contrast, in which the traditional product approach is adopted. Before the experiment, a questionnaire is designed and distributed to the two groups of subjects. At the beginning of the experiment both groups are required to take a pre-test of each genre to test their writing level and, after the experiment, a post-test is provided to reveal the change. An interview is also carried out after the experiment. Chapter Four analyses the results of the study; Chapter Five discusses the implications of the approach for teachers and students, in order that they can obtain some help while using it. In the end, the thesis draws the conclusion, put forwards limitations on the study and some suggestions on the use of Process-genre Writing Approach for English writing teaching in senior high schools in China.