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1、过程体裁教学法在高中英语写作的应用1. Both process genre approach and product approach can improve the students English writing achievement. 2. Through the teaching experiment for one semester and according to statistical data analysis, the effectiveness of the process genre approach to teaching writing has been veri
2、fied. The two test class scores have improved after the test; however, the experimental class improves significantly. 3. Process genre approach practices much better to improve students active attitudes and interests in English writing and cultivate students good writing habits. From the above exper
3、iments can be seen, the process genre approach has certain advantages. But the application of any kind of teaching method is not omnipotent and imperfect, the process genre approach is no exception. The process genre approach is still in practice in college English writing teaching in China. It not
4、only combines with the practice of teaching English writing, but also adapts to the current English examination system. Key Words: English writing, process genre approach, product approach, writing interest, writing achievementAbstract Foreign language teaching has been the focal point of teaching r
5、eform in colleges and universities and the teaching English writing is the priority among priorities and is an important standard to measure the students English level. At present, since the college English writing teaching still uses traditional product approach, process approach and genre approach
6、 for training, English writing for both teachers and students are a huge problem. Thus, new methods of teaching English writing need to be further studied, to overcome the defects of the existing writing methods and improve the current situation of English writing teaching in university. This study,
7、 based on reviewing the teaching methods of writing, explores a new teaching mode, which is named the process genre approach. The principles of the approach are: writing takes place in a social context, and is a reflection of a particular purpose; through the analysis of model text and discussion wi
8、th peer learners and teachers, learners can get sufficient input from text, teachers and peer learners; in the writing process, learners can acquire linguistic knowledge and strategy training. Process genre approach corrects the disadvantages of the traditional teaching methods. It not only plays a
9、directing role of teacher and model text, but also stimulates the students initiative which improves the writing interest and writing scores. The effectiveness and feasibility on college non-English majors writing teaching are proved by experiments. The author also puts forward valuable suggestions
10、for the future related studies. This study adopts the method of quantitative and qualitative analysis. The participants are 60 non-English major sophomores enrolled in 2011 who come from two classes of College of Arts and Science Bohai University. The teaching time is 15 weeks. In the control class,
11、 the product approach is conducted while process genre approach is carried out in the experimental class. Through questionnaires, comparative analysis of scores in two classes before and after the experiment and 10 students interview in the experimental class, the author attempts to verify the three
12、 hypotheses as follows: 1. Both product approach and process genre approach have the contribution to improving students writing achievement. 2. The process genre approach in teaching writing can more significantly improve students writing achievement than traditional product approach. 3. The process
13、 genre approach can inspire students interests, build up active attitudes and cultivate students good habit of writing. Results and discussion:iv 作教学中仍处于实践阶段，它既要与我国现行的英语写作教学实践相结合，也要适应 现行的英语等级考试制度。 关键词:英语写作;过程体裁法;成果教学法;写作兴趣;写作成绩v Contents Chapter One Introduction .1 1.1 Background of the study.1 1.1.
14、1 Situation of students learning of English writing .3 1.1.2 Situation of present teaching of English writing .4 1.2 Significances of the study.4 1.3 Purpose of the study .5 1.4 Layout of the present study .6 Chapter Two Literature Review.8 2.1 Current research in teaching English writing .8 2.1.1 P
15、roduct approach .8 2.1.2 Process approach .9 2.1.3 Genre approach. 11 2.1.4 The comparison of the three approaches .12 2.2 The process genre approach .13 2.2.1 The principle of the process genre approach .13 2.2.2 The teaching procedure for the process genre approach .14 2.2.3 Teachers and students
16、roles in process genre approach.16 2.3 Theoretical foundation of process genre approach.17 2.3.1 Constructivism.17 2.3.2 Genre Analysis Theory .18 2.3.3 Schema Theory .18 2.3.4 The Theory of Language Acquisition .18 2.4 Research abroad and at home .19 2.4.1 Related studies abroad .19 2.4.2 Related s
17、tudies in China .20 Chapter Three Methodology .22 3.1 Objectives .22 3.2 Subjects.22 3.3 Instruments .23 3.3.1 Questionnaire.23 3.3.2 Pre-test and post-test.23 3.3.3 Interview.24 3.4 Training procedure.25iii 摘 要 外语教学一直是高校教学改革的重点，其中英语写作教学是重中之重，是衡量学 生英语水平的重要尺度。目前国内普通高校写作教学仍然采用传统的成果教学法、过 程法和体裁法，英语写作无论对
18、于教师还是学生都是一个巨大的难题。因此，新的写 作教学方法有待于进一步研究，从而克服现有写作方法的缺陷，改善大学英语写作教 学现状。 此项研究在回顾写作教学方法的基础上，探索了一种新的教学模式，即:过程体 裁教学法。过程体裁教学法的写作原则认为:写作本质上是一种受情景制约并由交际 目的决定的交际手段。写作过程既可以学习语言知识，又可以学习写作技巧。把过程 体裁教学法应用于英语写作教学，通过范文讲解、集体仿写、小组互改和教师批改等 步骤，学生可以分别或同时从范文、同学和教师那里获得必要的写作知识或技能输入。 这种教学过程一改传统写作教学方法的弊端，既能发挥教师和范文的指导作用，又能 激发学生的主
19、动性，真正提高学生的写作兴趣和作文成绩。通过实验验证了此种方法 在大学非英语专业学生写作教学中的有效性和可行性，并且对今后的相关研究提出了 宝贵意见。 此项研究采用定量和定性研究相结合的方法,在渤海大学文理学院 2011 级管理 系随机抽取两个班，共 60 人组成控制班和实验班进行 15 周的教学实验。实验班采用 过程体裁法的写作教学模式，控制班采用传统的成果教学法，通过问卷调查和两班学 生实验前后成绩的对比分析以及来自实验班 10 名学生的访谈,作者试图验证以下三 个假设: 1. 过程体裁教学法和成果教学法都能提高学生的英语写作成绩; 2. 与成果教学法相比，过程体裁法能明显地提高学生的英语
20、写作成绩; 3. 过程体裁法可以提高学生的英语写作兴趣，转变写作态度，培养良好的写作 习惯。 结果与讨论: 1. 实验后，实验班和控制班学生的英语写作成绩都得到了提高; 2. 通过一学期的教学实验，根据数据统计分析，过程体裁教学法在写作教学中 的有效性得到了验证，两个测试班的后测作文成绩都有提高，但实验班提高的幅度更 大; 3. 在实施过程体裁教学法后，通过问卷和访谈得知，实验班的学生提高了英语 写作的兴趣，写作态度更加积极，养成了良好的英语写作习惯。 从以上实验可以看出，过程体裁教学法有一定的优越性。但任何一种教学法的应 用都不是万能的和完美的，过程体裁教学法也不例外。过程体裁法在我国高校英
21、语写vi 3.4.1 A teaching example based on the process genre approach. 25 3.4.2 A teaching example based on the product approach . 29 3.5 Data collection. 31 Chapter Four Analysis of Experiment Results . 33 4.1 Analysis of questionnaire . 33 4.2 Analysis of pre-test and post-test . 36 4.2.1 Comparisons
22、of pre-test between CC and EC. 36 4.2.2 Comparisons of post-test between CC and EC . 37 4.2.3 Comparisons of writing performance within classes . 38 4.2.4 Distribution of writing achievement in CC and EC . 39 4.3 Analysis of the interview. 41 Chapter Five Conclusion . 42 5.1 Major findings . 42 5.2
23、Implications for teaching writing . 43 5.3 Limitations and recommendations for further research . 45 Bibliography . 48 Appendix I. 52 Appendix ? . 53 . 54 Appendix ?Appendix ? . 55 作者攻读学位期间发表的学术论文目录3 explore the advantages and disadvantages of the traditional product approach with the process genre
24、approach in the integrated classroom course by conducting the sophomores from College of Arts and Science Bohai University, who are the representatives of the students from the independent colleges and universities. It aims to provide reference to college students, EFL educationalists and practition
25、ers, for the future study and further research. 1.1.1 Situation of students learning of English writing It is difficult for students to develop and learn the progress of writing. In many countries, education systems lay stress on writing for taking exams. For the majority of students, the one and on
26、ly reason for practicing writing is to pass the exam and to get a good mark in the class. It is impossible for students to be interested in writing and makes students feel no real sense of view or purpose of a target audience. To have a better understanding of the situation, a survey is carried out
27、by asking the students to write a composition (See Appendix ?). For the writing task, the participants are not informed in advance that they will write something in class, nor about the topic. No outline is offered and they are asked to complete the first draft in 30 minutes and revise it in 10 minu
28、tes. Dictionary and any reference book or discussion on the topic is forbidden. The questionnaire (See Appendix ?) is distributed in classroom after the writing tasks. According to the writings, the researcher finds that many problems, both language and beyond language, result in the poor efficiency
29、 teaching and learning writing at Chinese independent colleges. Based on the results of the present study concerned, causes of the problems are analyzed in the following respects: (1) Through the test and questionnaire, most of the students recognize the importance of English writing in the English
30、examination, but they do not agree to the degree of difficulty of English writing. Only a few students are interested in writing. Few students think that writing is to communicate, not just for the exam. It shows that the students thinking has fastened on the examination-oriented education. (2) Most
31、 of the students are not concerned about the English culture background in learning and in life and dont realize the input of effective information. They are influenced by mother tongue. Zhou Sui (2005) said, “Full of twists and turns, flashy without substance, lack of coherence and logic”. The stud
32、ents do not pay attention to the basic structure and characteristics of different genres of English writing. At the same time, there are few students collecting the material and reading text before writing. (3) In the process of writing, the students dont pay attention to the use of appropriate1 Cha
33、pter One Introduction Language is not only the subject of action but also a tool for communication and thinking. People have relied on words to communicate since they have been created, for their special characteristics of passing on information across time and space. With the development of the glo
34、bal economic and social activities, English is more and more widely used in the world. The aim of language courses is commonly defined in terms of five skills: listening, speaking, reading, writing and translating. It has tended to concentrate on spoken language, but writing is an ignored part in la
35、nguage teaching for a long time. Kroll (1994) said, “For anyone of the people who use the language, writing is often a difficult skill to master. That is to say, regardless of learning mother tongue, or for people to learn a foreign language, writing is a challenge work.” Learning to write is one of the most difficult tasks that a learner encounters, as writing involves many different areas of knowledge and skills. Therefore, English writing is progressively str