The Application Of Process Genre Approach To English Writing Teaching In Senior High School

In English learning,writing is one of the skills that must be mastered,which reflects students’ comprehensive language ability.Meanwhile,the New Curriculum Standard of Senior High School has listed writing as one of the essential acquired English skills,and proposed higher requirements to students.However,the situation of high school students’ English writing is not optimistic.For most students,writing is the weakest part of their English skills.Meanwhile,teachers mostly use the Product Approach for writing teaching,which focuses on students’ writing products without paying attention to the writing process.In the long run,students gradually lose interest in English writing.Therefore,how to change the current situation of writing teaching and improve students’ writing level are worth researching.In 2000,Badger and White proposed the Process Genre Approach after combining the advantages of three main English writing approaches.This approach focuses on the writing process and genre analysis.Furthermore,It also emphasizes the main status of students instead of teachers.Based on the Constructivism theory,this article focuses on the application of the Process Genre Approach to improve students’ English writing ability and change students’ writing attitude.This article includes three research questions:(1)Compared with the Product Approach,what effect does the Process Genre Approach take on the students’ English writing attitude?(2)Compared with the Product Approach,what effect does the Process Genre Approach have on students’ writing performance?(3)What effect does the Process Genre Approach have on the English writing performance of high school students at different levels of writing proficiency?A four-month experiment was conducted.The research instruments included questionnaires,tests,and interviews.Subjects of this research are 70 students in Grade 2 of senior high school in Xi’an(35students in class A and B respectively).The experimental class adopts the Process Genre Approach,while the control class uses the Product Approach.This research conducts pre-test and post-test for all students.According to writing performance in pretest,students in experimental class are divided into high,medium and low groups.What’s more,all students need to take a questionnaire twice.And students in experimental class are selected randomly for interview after finishing experiment.The results of the questionnaire are mainly calculated as percentage,and interviews with students are recorded through audio recordings.The data of pre-test and post-test are sorted out by SPSS 25.0 Statistical software.The results show the Process Genre Approach can more effectively change students’ attitude towards English writing and improve their self-confidence in writing.It also makes a good impact on students’ writing performance,especially in the content aspect.At the same time,it can improve the writing performance of students at different writing levels,especially for students in the middle-level groups.