Empirical Research On Process-Genre Approach To Practical English Writing Instruction At Senior High Schools

In domestic middle schools,as students are required to do things with English,practical English writing is crucial in English curriculum,but scholars and educators consider that grammar-oriented methods are inefficient in improving practical English writing ability.Besides,the New Curriculum Standards emphasizes the development of thinking quality and the contextualization of curriculum content,which requires reform in writing instruction.With the development of theories and practice,modern writing instruction approaches came up.Badger & White identified process-genre approach which acquired widespread concern in recent years.Its interdisciplinary feature provides the possibility to integrate the advantages of different approaches.Based on studies and pedagogical practice,the research applied process-genre approach to senior high school practical English writing instruction and carried out a twelve-week experiment,aiming at answering two questions: 1)Can process-genre approach significantly improve the students' practical English writing ability? 2)Will the attitude of the students towards practical English writing change after the application of process-genre approach? After result analysis,two major conclusions were drawn: 1)Process-genre approach can significantly improve practical English writing ability of senior high school students.2)After process-genre approach writing instruction,the students became more confident in improving their practical writing ability and more interested in practical English writing.The research indicates that teaching procedures of process-genre approach,including writing before instruction,genre analysis,and revising,are efficient in improving practical English writing ability,arousing their interest in writing and enhancing their confidence.