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

In foreign language teaching,writing occupies an essential position.The New Curriculum Standard and the rating of composition both have clear goals of writing proficiency for senior high school students.Process-genre approach is regarded as an effective approach to improve students' writing ability.However,there are some problems in present writing teaching.This research aims to investigate the application of process-genre approach.The research question includes:(1)What is the current situation of process-genre approach in writing teaching in senior high school?(2)How can teachers use process-genre approach more effectively? The research participants are 6 English teachers and 310 students from Senior one,Senior two and Senior three in Xi'an Foreign Language School.Research instruments include questionnaire,classroom observation and interview.Questionnaire is used to find out the teaching effect of process-genre approach from 6 dimensions: writing attitudes,genre knowledge,ability in text analysis,ability in organizing and outputting information,ability in editing and revising,awareness of reflection.Classroom observation focuses on teaching procedures of process-genre approach.And interview is used to get some suggestions from teachers and students.This research lasts for 4 months and has three main stages.After collecting the data,the researcher used SPSS 20.0 and EXCEL to analyze it.Based on the analysis and discussion of data,the research has following findings.The first aspect is about the advantages of process-genre approach.Teachers ask students to read and analyze the sample before writing,so students can get some genre knowledge quickly;process-genre approach can cultivate students' awareness of independent learning and cooperative learning;students' writing ability can be improved gradually in the whole process;several times of editing are good for thefinal draft.The second aspect is about the problems of process-genre approach in practical writing teaching.A writing class applied process-genre approach can not be finished in one period,so it occupies much time;some samples are not suitable for students' levels and interest;samples restrict students' thoughts before writing;the use of advanced language is not highlighted in writing teaching in Senior three;peer-editing is difficult to be organized in practical writing teaching.To improve the teaching effect of writing teaching applied process-genre approach,the researcher puts forward the following suggestions.First,teachers should cut writing teaching into two periods.One is for input and independent writing,and the other is for revising.Second,teachers need to adapt the language,content and structure of the sample before showing it to students.The adapted sample should fit students' level.Third,teachers should make good use of Mindmap and inspire students to brainstorm more thoughts in group discussion.Fourth,Senior three teachers ought to guide students to form the corpus in discussion and outlining.Finally,teachers should make sure students in different levels are organized in one group,so that peer-editing can be effective.These suggestions can promote application of process-genre approach and guarantee teaching effect.