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Senior high curriculum reveals that students should be familiar with different stylistic text types and also know how to write them correctly in different situations. They face multifaced difficulties in writing due to the shortage of genre consciousness, diverse genre types, lower motivation and enthusiasm in English writing as well as poor writing production quality. The major reason can be traced into the deficiency in writing awareness by students and the lack of systematic genre writing guidance from teachers for learners. Hence, it can be widely seen that learners are puzzled and stressed to commence their writing when they are given different types of writing with diverse themes. Genre pedagogy based on theory of genre and genre analysis attaches importance to that leaners should understand discourse structures and linguistic features of texts with different themes. Therefore, genre-based approach to a large extent can help leaners ease their writing anxiety and deepen their genre awareness, eventually enhancing their writing quality and linguistic competence. This paper takes the genre of application as an illustration to explore how teachers can employ genre pedagogy to assist developing learners’ genre awareness, linguistic knowledge and writing competence through speech writing. Hoping it can provide some further suggestions or implications for application writing teaching.
Rong Zhi (Mon,) studied this question.