Research On The Application Of Process Genre Method In Practical English Writing Teaching In Senior High School

In the latest edition of English Curriculum Standards for General Senior High School,it requires students learning and mastering different types of writing genres,and also lists the types of practical writing that should be mastered,such as diary,letter,resume,brochure,questionnaire and so on.However,the current writing teaching methods generally only pay much attention to the writing results,only pay much attention to the correct use of language and sentences,less attention to the cultivation of students’ sense of genre,and the choice of writing teaching methods is also a traditional result-oriented writing teaching method.On the basis of a large number of simple writing teaching methods,research scholars,in 2000,the Badger and White put forward a new method of writing,which is process-genre approach,this thesis will compare the traditional English writing teaching method through the experiment with the process-genre approach,in order to investigate the effect of the process genre approach in the application of high school English writing teaching,this research includes two research questions:(1)Can process genre approach improve the practical writing ability of senior high school students?(2)Can process genre approach reduce English writing anxiety of senior high school students?There are six chapters in this thesis.The first chapter is the introduction of this thesis,which discusses the background,purpose and significance;The second chapter is the literature review,which systematically summarizes the research in our country and other countries;The third chapter narrates the theoretical basis,including the introduction to the process genre teaching method and teaching cases,as well as the theoretical basis of this study,genre analysis theory and language acquisition theory;The fourth chapter is the research design,which elaborates the experimental stages including before,during and after the experiment;The fifth chapter is the analysis and discussion of the experimental results;The sixth chapter is the conclusion,which summarizes the reflection and prospect of the research.The experiment’s results show that the application of process-genre teaching method in high school writing teaching can effectively improve the practical writing ability of high school students,and can reduce the anxiety of high school students in English writing.Admittedly,there are some shortages in the research,for example,the length of the representative experiment period is short,the research object is limited and the research ability of the author is not enough.In the future research,the author will pay more attention to such problems for improvement.