The Application Of The Genre-Based Approach To English Writing Teaching In Senior Middle School

In China,English writing ability is always a core skill in foreign language learning.The Senior High School English Curriculum Standard(2017 edition)also has further requirement for students’ comprehensive writing skills.At the same time,it emphasizes the mastery,understanding and application of different discourse types.However,English writing teaching has been a weak area in English teaching for a long time.The students’ written expression ability has not been improved significantly,and most students lack genre awareness.These problems are also common in senior high school students’ English writing of Xinjiang Uygur Autonomous Region.Genre-based approach emphasizes that each genre article has its own characteristics and structure.Therefore,students can consciously apply these genre knowledge in future writing exercise to improve their English writing competence.The research subjects of this experiment are 100 students from two parallel classes of No.8 middle school in Urumqi.Experimental class is adopted genre-based approach.Control class is adopted product approach.This study conducted a survey on English writing among senior one students of No.8 Middle School in Urumqi,and applied the writing teaching model of genre-based approach.Besides,This study is based on schema theory and genre analysis theory.Through a period of teaching experiment,the purpose is to improve the current situation of students’ English writing and provide a case and reference for high school English writing teaching.After half a semester of teaching experiment,students writing scores of pre-test and post-test are analyzed by Spss 24.0 software.Through independent sample T test and paired sample T test,combined with the analysis of questionnaires and interview results,the following conclusions can be drawn: First,Students in Urumqi No.8Middle School are unwilling to learn English writing,and they have lower ability about how to organize articles effectively.More importantly,most of them lack genre awareness.Second,compared with the control class,the students in EC have a significant improvement in English writing scores,besides,the genre-based approach can improve students’ discourse construction scores more effectively.Finally,genre-based approach can change students’ attitudes towards English writing,this method can also increase students’ genre awareness and audience awareness.At the same time,most students stated that they had made significant improvements in the discourse structure and content of their writing.The following implications can be drawn from this study: Teachers should make students realize that writing is ameaningful communication activity,which needs to consider the writing purpose and the target audience.At the same time,teachers should also cultivate students’ genre awareness.