The Application Of The Process Genre Approach To English Writing In Senior High School ——A Case Study Of No.2 Experimental Middle School Affiliated To Qinghai Normal University

English writing is a vital tool to evaluate students’ English proficiency,it is not only to develop the ability to thinking and expressing in English but also can objectively reflect their comprehensive language performance.Therefore,the teacher has always paid more attention to enhancing students’ writing capacity.However,the current situation of English writing in senior high school is in a negative state,which is embodied in lacking writing motivation,so students have no confidence and interest in English writing.What’s more,under the great pressure of the college entrance examination,the teaching objectives tend to be exam-oriented education for the teacher.Therefore,a new teaching approach should be adopted to handle the writing teaching dilemma.The process genre approach was proposed by R.Badger and G.White in 2000.The process genre approach emphasizes that writing should combine language knowledge,contextual knowledge,writing purpose,and writing skills.Since the process genre approach was introduced into China,it has had a positive influence on practical teaching.The author used the process genre approach to testify the effectiveness of the approach based on the input and output hypothesis,schema theory,and genre analysis theory.Therefore,this study mainly discusses the following three questions:1.What is the current situation of English writing teaching in senior high school?2.How can English teachers apply the process-genre approach to English writing teaching in senior high school?3.What’s the effect of the process-genre approach to English writing teaching in senior high school?The research subjects in the thesis are 96 high school students in No.2Experimental Middle School Affiliated to Qinghai Normal University.The traditional writing teaching method was applied in the controlled class,and the process genre approach was conducted in the experimental class.The instruments in this study employ both quantitative and qualitative research to explore the current English writing teaching situation.Meanwhile,the collected data was analyzed and discussed by using SPSS21.0 statistical software.The conclusion is that the process genre approach not only increases students’ writing motivation but improves their English writing achievement,especially in content and language.The study enriches the application of the process genre approach and provides a new way for front-line teachers to improve English writing teaching and learning for students.The application of the process genre approach in other fields of English teaching needs further exploration.