该【修辞结构角度视角下的过程体裁法在英语专业写作教学中的实证研究 】是由【niuww】上传分享，文档一共【2】页，该文档可以免费在线阅读，需要了解更多关于【修辞结构角度视角下的过程体裁法在英语专业写作教学中的实证研究 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。修辞结构角度视角下的过程体裁法在英语专业写作教学中的实证研究 Title: An Empirical Study on the Application of Process Genre Approach from the Perspective of Rhetorical Structures in English Major Writing Instruction Abstract: Writing instruction in English for specific purposes, such as English major writing, requires a systematic and pedagogically sound approach to develop students' writing skills. This study investigates the effectiveness of the Process Genre Approach (PGA) in English major writing instruction from the perspective of rhetorical structures. Through an empirical study, this research examines how the PGA enhances students' understanding and use of rhetorical structures in their writing. The findings of this study contribute to the ongoing discussions on innovative approaches to improving English major writing instruction. Introduction: English major writing instruction plays a critical role in developing students' writing competencies for academic and professional purposes. Traditional writing instruction often focuses on grammar and vocabulary, neglecting the importance of rhetorical structures. With the increasing demand for English major students to produce quality academic and professional writing, it is necessary to explore effective instructional approaches that integrate rhetorical structures. This paper aims to provide an empirical analysis of the application of the Process Genre Approach (PGA) in English major writing instruction, specifically focusing on rhetorical structures. Methodology: This study employs a mixed-methods approach, combining both qualitative and quantitative data collection methods. The participants of the study are English major students enrolled in a writing course in a university setting. The qualitative data are collected through interviews and observations, while the quantitative data are gathered through pre- and post-tests, student surveys, and writing assessments. The collected data are analyzed using thematic analysis and statistical analysis to uncover patterns and trends. Results and Discussion: The findings of this study demonstrate the effectiveness of the PGA in developing students' understanding and use of rhetorical structures in their writing. The PGA provides a systematic approach that helps students navigate through various stages of the writing process while emphasizing the importance of rhetorical structures. The data reveal that students who received PGA instruction showed significant improvement in their ability to identify and use rhetorical structures such as enumeration, comparison, cause-effect, and problem-solution in their writing. Furthermore, the qualitative data from interviews and observations highlight the positive impact of PGA on students' writing experience. Students reported increased confidence, improved organization, and greater awareness of audience and purpose. They expressed that PGA helped them develop a clearer thought process, leading to more coherent and persuasive writing. Conclusion: This empirical study supports the integration of the Process Genre Approach in English major writing instruction. The findings indicate that PGA effectively enhances students' understanding and use of rhetorical structures, leading to improved writing skills. Incorporating PGA in English major writing courses benefits students by enabling them to produce more effective and professional writing. The results of this study contribute to the existing literature on innovative approaches to English major writing instruction and highlight the importance of integrating rhetorical structures in writing pedagogy. Future research should further explore the long-term impact of PGA and investigate its application in different writing contexts.
