Astudy On The Application Of Process-Genre Approach To English Writing Teaching In Junior High School

Writing,as a reflection of students' English comprehensive skills,plays a significant role in English teaching and learning in junior high schools.However,the teaching of English writing does not get the attention it deserves and it has been the weakest part in English teaching over the years.In the actual teaching in high schools,many teachers still adopt the traditional teacher-centred writing teaching method which attaches importance to the writing outcome,not the writing process.As a result,when it comes to English writing,most students usually do not know what to write and how to write,and thus they gradually lose interest in writing.Although being trained for English writing constantly,they still have great difficulty in improving writing competence.So how to improve English writing teaching as well as the students' writing competence becomes an urgent problem to be solved for the educators and teachers.And they have been exploring the effective English writing teaching methods for the past few years.In this process,the Process-Genre Approach came into being.The Process-Genre Approach has been proved to be an effective writing teaching approach.It integrates the necessary factors for writing,which include language knowledge,context knowledge,writing purpose and writing skills into the teaching process perfectly.The purpose of writing,language knowledge and context knowledge can offer the students sufficient input,which enables the students to know what to write.And the practice of writing skills enables the students to acquire how to express their ideas.However,there are few researches about the Process-Genre Approach in English writing teaching in junior high schools.Based on the above background,this research applies the Process-Genre Approach to English writingteaching in junior high school in order to solve the following two questions:(1)What is the effect of application of Process-Genre approach to English writing teaching on students' English writing competence in junior high school?(2)What are the changes of the students' attitude towards English writing after applying the Process-Genre Approach to English writing teaching in junior high school?The researcher selected two classes with parallel English writing competence in a junior high school in Shenyang as the research subjects and conducted a three-month experimental research.One class was the experimental class,which was taught with the Process-Genre Approach in English writing teaching and the other one was the controlled class,which was taught with the previous traditional writing teaching method.After the experiment,through the analysis of the results of questionnaires,tests and interviews,the researcher got the following conclusions:(1)The application of Process-Genre Approach to English writing teaching in junior high school contributes to the improvement of the students' English writing competence,especially these abilities in terms of construction of writing content and arrangement of text structure.(2)There are some positive changes of the students' attitude towards English writing after applying the Process-Genre Approach to English writing teaching in junior high school.The students' interest in writing English compositions and having English writing classes increases significantly and their confidence in English writing is also strengthened.