The Application Of Process Genre Approach To English Writing Teaching In Senior High School

English writing which can objectively reflect comprehensive ability of student occupied the important position in senior high school teaching.But in China,the cultivation of student English writing skill is often neglected under the influence of the examination oriented education.For a long time,both teachers and students have not paid much attention to English writing.The teacher used the product approach to teach English writing,which make a lot of students lose their interests in writing and fear writing.And what they have written is just the accumulation of sentences.Thus,it is necessary to explore an effective writing teaching method to enhance the students‘ English writing proficiency.Nowadays,in the field of senior high school English writing instruction,product approach,process approach and genre approach are three dominant approaches in China.The product approach pays much attention to the linguistic knowledge.But it neglects the cultivation of students‘ language writing ability.The process approach regards writing as a communicative activity.It ignores the article characteristics and the language knowledge input.The genre approach takes the purpose of writing into consideration and pays particular attention to the rhetorical organization of the texts.However,it neglects the writing skills.In view of the respective advantages and disadvantages of the three writing teaching methods,as well as the study of the nature of senior high school English writing,the author thinks that the process-genre approach is the most effective and feasible teaching mode to improve students‘ writing ability.The process-genre approach is a kind of teaching mode which integrates product approach,process approach and genre approach.However,it is not addition of the three approaches simply.It was put forward by professors Badger & White who are from Stirling University.Based on the theory of discourse analysis,constructivism and schema theory,this paper applies the process genre approach to the teaching of English writing in senior high schools.In this thesis,the production background,main features and implementation steps of the process genre approach were discussed.Through the scientific analysis and empirical research,this paper attempt to summarize the specific teaching steps suitable for the senior high school English writing teaching.Four questions were answered:1.Can application of process genre approach improve the high school students‘ total writing score?2.Is there any significant difference in fluency between the experimental class and control class?3.Is there any significant difference in accuracy between the experimental class and control class?4.Is there any significant difference in complexity between the experimental class and control class?The subjects are 80 students from 2 classes of Senior One in No.5 High School of Qinan,Gansu province.The treatment is two months.The process genre approach was carried out in class 14 while the product approach was applied in class 15.The result of pre-test is to analyze the writing proficiency in two classes.After two months teaching experiments,the post-test was organized.The scores of pre-test,post-test and the fluency,accuracy and complexity of students writing were analyzed by the soft SPSS 17.0.The results indicated that both classes has improved on English writing achievement,but the improvement of control class is not significant than experiment class.The fluency,accuracy of English writing in experiment class has significant improved compared with the control class.But the improvement in complexity is not significant.The study proved that the application of process genre approach is beneficial to improve the English writing achievement and writing ability of senior high school student.The implication of this study for English teacher: English teacher must pay attention to the training of five skills.English teacher should attach more importance to writing process instead of writing product.English teacher should encourage students interact with their classmates,and help students to improve their language expression competence and writing ability.