Chapter 1 Introduction
1.1 Background of the Study
Listening, speaking, reading and writing are the four basic skills in English learning,among which writing is considered to be the most complex and difficult by the students. Theworld develops so fast that it calls for cultivating talents of high level to meet the greaterneeds of sustainable social and economic development. Additionally, in China, writing playsa vital role in the college entrance examination as well. Thus what the New EnglishCurriculum strives to accomplish is far more than just help students to learn English. And itattaches great importance to writing. Undoubtedly, it is necessary for the senior high schoolEnglish teachers to lay enough emphasis on the guidance of composition and find an effectiveway of teaching to facilitate their students to have a right attitude towards English writing atpresent and cultivate them possessing an integrated ability to face the challenges they maymeet in their National College Entrance Examination.
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1.2 Significance of the Study
In the past several decades, a large number of different approaches have been brought up,among which three are the most popular. They are the Product Approach, the ProcessApproach and the Genre Approach. As each approach has its strengths and weaknesses, anew approach — the Process Genre Approach, came into being in 2017, which was firstdescribed by Badger and White. However, it can’t be regarded as the simple combination ofthe three established approaches. There are theories that can support it, that is, Krashen’sInput Hypothesis Theory, Swain’s Output Hypothesis and Cooperative Learning Theory.The Process Genre Approach has been highly thought of ever since by the researcherboth abroad and home and the application researches have been widely launched in the fieldof English teaching, such as letter writing, writing for English majors and college Englishwriting and some teaching procedures are presented.And this research applies the Process Genre Approach to teaching writing to ChineseEFL students in a senior high school, hoping this approach can significantly improve the EFLstudents’ writing scores and change their attitude towards English writing. At the same time,the researcher also wants to make a plea for seeking for a better and more effective approachto inspiring the students and find the problems of the Process Genre Approach in the processof nativization.
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Chapter 2 Literature Review
2.1 The Process Genre Approach
There are three most popular writing teaching approaches.The Product Approach is quite a traditional approach to writing, which originated fromthe theory of behaviorism in psychology and was popular in the 1950s and 1960s. It isthought that teaching process is about the training of stimulus-and-response. According toRaimes (1983), it focuses on grammar, syntax, and mechanics. In the meantime, the teachingprocess values accuracy very much rather than fluency or originality. According to Pincas(1982:22), the Product Approach is generally includes the following steps: familiarization,controlled writing, guided writing and free writing. Although the students’ writingproficiency is greatly enhanced through imitating by using the linguistic knowledge of texts,it devalues the students’ potential and neglects the students’ role as well, which usuallycauses not enoug，英语论文范文，英语毕业论文
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