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

The New English Curriculum Standard for Senior High School(2017)definitely stipulates that English writing is one of five basic skills of “listening,speaking,reading,viewing and writing” in English learning.It is an important embodiment of students' expressive skill as well as their comprehensive language output abilities.In practical teaching,teachers pay attention to fostering students' writing proficiency,but it is not enough for them to guide students to apply writing strategies and approach.Students in senior high school have low interest in writing and they are anxious about writing.Therefore,the writing teaching objectives are far from being achieved,and their writing abilities has not been gradually improved.Considering the advantages of the three writing approaches: Product Approach,Process Approach and Genre Approach,Badger and White(2000)propose a comprehensive teaching method—the Process Genre Approach.The approach indicates that writing involves linguistic knowledge(reflected in Product and Genre Approaches),contextual knowledge(showed in Genre Approach),writing purpose(reflected in Genre Approach)and skill(embodied in Process Approach).The PGA believes that writing is not only the process of language output,but the process where students construct genre and internalize linguistic knowledge in terms of writing skills.The author applied the PGA to English writing teaching of senior high school and adopted the teaching mode of the PGA proposed by Zhao Jianqun(2005),which aims to explore the feasibility of PGA in English writing teaching of senior high school and the effective influence of the PGA on students' English learning.Taking 98 students from Class 61 and Class 62,Grade 1 in Linfen No.12 Middle School as research subjects,the author implemented English writing teaching of the PGA for 4 months.It aims to explore whether the PGA enables students to use writing strategies more frequently than before,whether the PGA improves students' writing proficiency and how the PGA affects English writing proficiency of different level students.Class 61 was regarded as the experimental class with the PGA while Class 62 was taken as the control class with Product Approach.In this research,the author adopted three research instruments—questionnaire,test and interview to collect data and used SPSS 22.0 to analyze the data and drew some conclusions.The research results show that by the questionnaire and interview,the PGA can improve the use of writing strategies for students in the whole writing;by the two tests,the PGA can improve the writing proficiency of students from senior high school and it has different influences on content,language and organization of English writing.The PGA has a significant effect on the improvement of content and organization of English writing while it has no significant effect on the improvement of language.At the same time,by the two tests,it can be found that students in three groups(high-level group,moderate-level group and low-level group)significantly improve their writing proficiency with the teaching of the PGA and the PGA has the greatest effect on moderate-level students and has the weakest effect on high-level students.According to the whole experiment,the author proposes some feasible teaching suggestions so that the PGA can better exert its advantages in English writing teaching of senior high school.