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

In China,English writing ability is one of the core skills emphasized in foreign language teaching.Meanwhile,it is also the best reflection of students' comprehensive language application ability.However,for teachers and students,as an advanced comprehensive learning skill,writing is the most difficult and the weakest one.Therefore,in view of the current low English writing level of high school students,the lack of basic writing skills,the lack of genre awareness and the traditional writing teaching method that does not pay attention to genre analysis and writing process,it is particularly necessary to use R.Badger and G.White's process-genre approach to guide high school English writing class.Based on the full explanation of the research status and theoretical basis of process-genre approach at home and abroad,this paper summarizes its advantages and discusses the specific teaching steps of process-genre approach applied to high school English writing in the form of teaching cases.In order to verify the effectiveness of process-genre approach in improving the English writing level of high school students,this paper will answer the following three questions:(1)Can process-genre approach effectively improve students' attitudes towards English writing? What are the students' attitudes towards process-genre approach?(2)Is process-genre approach more effective than traditional product approach in improving students' writing score? If yes,in what aspects can students in EC(experimental class)do better than those in CC(control class)? In content,organization,grammar,vocabulary or mechanics?(3)What influence will the process-genre approach have on high school students with different level of writing?In order to verify the above three questions,the author selected two classes in the second year of a senior high school of Haikou,Hainan province,namely class 2 and class 9 as the research subjects for a three months writing teaching experiment.In class 9 the experimental class,process-genre approach is used to teach English writing,while class 2,the control class,the traditional product approach is used.The research methods adopted in the experimentare writing test,questionnaire and interview.In order to compare the influence of process-genre and product approach on students' English writing,this experiment uses SPSS to collect statistical data,including independent sample t test before and after the experiment,paired sample t test before and after the experiment.Research results show that the process-genre approach can more effectively improve students' attitudes towards English writing and their writing scores,especially in content expression and text organization structure.Students are more accepting of the process-genre approach.At the same time,it can improve the writing scores of students at different writing levels,especially the middle and low levels.