An Experimental Study On The Effect Of Process-Genre Approach On The Senior High School Students’ Coherence Of English Writing

The 2020 Senior High School English Curriculum Standards proposed that students should learn to analyze the organizational structure,genre features,coherence of discourse,and apply their learned language knowledge to express intended meaning,and it takes coherence as an important criterion to evaluate students’ writings,which has great impact on the whole writing task.In 2000,Badger and White proposed Process-Genre Approach,which fulfills the demand of writing teaching for writing process,pragmatic context and genre analysis.In 2001,Han Jinlong introduced Process-Genre Approach into China and proposed four steps for it,which include “sample analysis”,“imitating writing”,“independent writing”and “editorial modification”.Process-Genre Approach can help students solve some problems in English writing process.Based on the previous researches on Process-Genre Approach,Genre Analysis,Cohesion and Coherence Theory,these two research questions should be answered: What’s the effect of Process-Genre Approach on local coherence of senior high school students’ English writing;What’s the effect of Process-Genre Approach on global coherence of senior high school students’ English writing。This experiment lasted for 10 weeks,and 112 students from two parallel classes of the second grade in Shenzhou Senior High School are selected as the research subjects.Class 21 is taken as the experimental class and Class 22 as the control class.The Process-Genre Approach is adopted in the experimental class,and the Process Approach is adopted in the control class.Tests and interview are employed as the research instruments to collect data,and Coh-Metrix and SPSS 23.0 are used for data analysis after the experiment.The results show that Process-Genre Approach could help improve the writing coherent level of students’ writing.(1)For local coherence,indices of “adjacent stem overlap” and“LSA adjacent sentence” are improved significantly;(2)For global coherence,the indices of“stem overlap”,“LSA sentence all” and “LSA paragraph” are improved significantly.In general,students’ writing coherence in EC has marked improvement.The results of interview show that the Process-Genre Approach helps students conceive content,improve their writing skills,and increase their motivation for writing.This study reveals that Process-Genre Approach has positive effect on the writing coherence of senior high school students,which could provide guidance for teaching practice.Due to objective restrictions,the applied writing is the only genre that is applied,and it only has referent value for writing of other genres.