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

When it comes to English learning,people naturally mention that there are mainly four aspects in English learning,respectively listening,speaking,reading and writing.Compared with listening,reading,and speaking,English writing can be served as a criterion for checking learners' proficiency of English learning.Hence,English writing is an indispensable part in all kinds of examinations and the score of writing accounts for a large proportion in total points.That is to say,writing can influence students' points to some degree.Besides,with the advance of the new curriculum reform,National English Curriculum Standards puts forward higher requirements for English writing.However,the author finds that the current situation of English writing is passive in senior high schools.There are some problems existing in the process of writing teaching:(1)The teacher's teaching ideas and teaching methods are relatively old and cannot adapt to today's teaching requirements.(2)In the actual teaching process,traditional teaching methods still play a leading role and most of time is spent on grammar teaching,and few people pay attention to writing.(3)As a result of less interaction between teachers and students,the classroom atmosphere is dull and students only passively accept teaching contents.Correspondingly,there are some problems existing in students' learning process:(1)Influenced by the mother tongue,students' compositions are full of Chinese expressions,which reduces the quality of writing.(2)Even if students recite a large number of English essays,they still don't know how to apply them correctly to writing.As a result of this,students gradually reduce the interest in writing and form a vicious circle.(3)Students have less knowledge about English writing.So,they blindly memorize models,which increases the learning burden.On account of the problems mentioned above,it is an urgent task to find an efficiency teaching approach.Badger and White firstly came up with the concept of process genre approach in 2000,it is a comprehensive teaching method that combines the advantages of other teaching methods(product approach,process approach and genre approach).In the process of English writing,the process genre approach focuses on the attention of the students' writing process and the cultivation of genre knowledge.Besides,the subjective position of students is highlighted.As for this method,many scholars have done detailed researches in it abroad and at home.However,the researches about applying process genre approach to English writing teaching in senior high school are insufficient.So,the author applies the process genre approach to English writing class in senior high school in order to improve the efficiency of English writing teaching,arouse students writing interest,improve students' writing performance and provide theoretical and practical significance for future teaching research.On the basis of previous studies,the author aims to study the following questions:1.What are the changes of students' perception to English writing after the application of the process genre approach in English writing class?2.What are effects of the process genre approach on students' English writing ability?In order to answer the two questions,the author conducts an empirical study on English writing teaching in Hope High School of Qixian County for one semester.The subjects of the experiment are 100 students from class 3 and class 4 of grade one,Each class has 50 students.Moreover,the English level of the two classes is almost at the same level.Class 3 is the control class and class 4 is the experimental class.The experimental class adopts the process genre approach,while the control class uses the traditional method.The research instruments including questionnaires,tests and the interview.Besides,SPSS,a professional statistical analysis software,is used to analyze data to verify the efficiency of this experiment.By analyzing the experimental results,the following conclusions can be drawn: firstly,the process genre approach can strengthen students' writing interest and it exerts positive influence on forming good writing habits.After the experiment,more and more students in experimental class are breaking away from traditional ideas that English is difficult and boring.Besides,students think highly of the process genre approach and are willing to apply this method to English writing teaching.Secondly,the process genre approach contributes to improving students' writing abilities and enhancing students' awareness of genre.However,due to the influence of some objective factors,there are still some limitations in this experiment.