Application And Research Of Process-Genre Approach In Senior High English Writing Course Instruction

The teaching of writing plays a significant role in high school English teaching and the reform of college entrance examination in English lay more stress on the importance of English writing. However, in reality, lacking in the guidance of some effective theory, the teaching of English writing is not well carried out due to various problems and students won’t be able to acquire enough practical knowledge if the problems continue existing without being dealt with. Therefore, the present thesis applied R. Bandger and G. White’s Process-Genre Approach to the teaching of English writing in high schools and does a research to verify two assumptions, in order to offer an effective and practical approach to the teaching of English writing in high schools. The two assumptions are:1. Process-Genre Approach will help improve students writing proficiency; 2. Process-Genre Approach contributes to stimulating students’ interest in English writing, forming students’ good habits of writing and increasing their confidence in English writing.The thesis consists of six chapters. Chapter 1 discusses the present problems in English teaching and Chapter 2 discusses several teaching approaches employed in the past decades, including Product Approach, Process Approach and Genre Approach. But as each has their own advantages and disadvantages, the thesis suggests Process-Genre Approach as an alternative and discusses its theoretical basis, implementation model and strengths.Chapter 3 is a detailed description of the research design, including the research subjects, questions, methodologies and procedures. Furthermore, in Chapter 4, the thesis probes into its implementation model and illustrates it with a case study. The implementation model consists of three stages:information input stage; information output stage and modification and editing stage. Each of the stage can be further subdivided into several steps. The information input stage includes the reading of the model essay, the genre analysis and the language analysis of the model essay and the analysis of imitation. Information output stage includes imitation writing and independent writing. The modification and editing stage consists of peer feedback, self feedback, teacher feedback and finalizing. Chapter 5 is an analysis of the results of the case study, two questionnaires and interviews. The study results verified that Process-Genre Approach can help improve students writing proficiency and contributes to stimulating students’ interest in English writing, forming students’ good habits of writing and increasing their confidence in English writing. The last chapter discusses the major findings, reflections and some suggestions on applying the approach, perspectives on further study.