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

According to The Compulsory Education English Curriculum Standards（2022Edition）,English writing plays an important role in developing learners’ English language knowledge and ability.It also proposes specific requirements for junior high school English writing teaching.For example,students are able to write simple phrases and sentences according to the cues.Besides,students are able to make sure the logic and coherence of compositions by using suitable cohesive devices.However,based on the students’ analysis of Class nine at Grade seven in Chengdu Experimental Foreign Languages School,some problems are existed in English writing teaching and learning.For instance,the basic writing materials are not various in the textbooks.And in writing courses,teachers tend to focus on the students’ writing results,ignoring students’ writing process.Moreover,the feedback to students’ writing emphasizes "sentences" instead of "texts".In a similar way,it emphasizes "grammars" rather than "meanings".Besides,students prefer to use single words and fixed syntactic structures to convey meanings,and they are poor in the awareness of context coherence.Also students do not understand some writing purposes and lack of knowledge on genre.Consequently,the author tries to make a research by applying process genre approach to teaching writing,so as to solve the problems mentioned above all.The dissertation focuses on researching the application of process genre approach to English writing teaching in junior high.According to Badger and White（2000）,process genre approach has been developed as a comprehensible writing teaching method based on the advantages of product approach,process approach and genre approach.Process genre approach tends to associate writing with the society in order to achieve communicative purposes under a certain social condition.Students’ compositions are the bridge of communication.Besides,process genre approach enjoys some characteristics,such as stressing language knowledge,context knowledge,writing purposes and writing skills.Explicating writing purposes and acquiring language and context knowledge are beneficial to improve students’ knowledge and activate their writing enthusiasm.In this way,students are able to express their ideas successfully.Concerning domestic and overseas theoretical research on process genre approach,as well as students’ analysis of Class nine in Grade seven in the middle school,this research designs certain teaching steps and apply them to teach English writing.It aims to explore the effect of the process genre approach on improving students’ writing competence through the following questions.1.What are the features of process genre approach?2.How does a teacher construct the teaching mode of process genre approach to teach English writing?3.What are the effects of process genre approach on improving junior high school students’ writing competence?According to the two research questions,a 3-month experiment has been carried out in the class in Chengdu Experimental Foreign Languages School.In this research,the students and the English teacher at grade seven in the middle school are the research participants.Experimental data are gathered through interviews,pre-test and post-test,and classroom observation and analyzed by Excel and SPSS.The conclusions are presented as follows:（1）Based on six classroom observations,it turns out that process genre approach enjoys the features of time-saving and efficient in English writing teaching.Besides,it enhances students’ participation to a certain extent.（2）Through the results of interviews with teachers and classroom observation,a conclusion is summarized that teachers are willing to pay attention to the whole writing process when organizing English writing teaching activities,including creating writing situations,analyzing samples,imitating in groups,writing independently,peer reviewing and giving feedback,etc.（3）The students in this class will take pre-test as well as post-test.Both of them are the same in validity and reliability.Based on the comparative analysis,and students’ writing samples and interview results,it is found that English writing teaching based on process genre approach helps to raise students’ writing grades.Moreover,students tend to use various words and diversified sentence patterns in their compositions.Furthermore,in terms of text construction,the frequency of using logical connections has been increased,and the context fluency is improved,too.