《普通?中英语课程标准（2017 版）》(以下简称“新课标”)指出，写作能?是衡量学?英语学习关键能?的重要标准。传统的写作教学法存在写作任务单?、教学?法陈旧等问题，制约了学?写作能?的提升，?过程体裁法以“耗时短、效率?”的优势成为了?前国内外最主要的写作教学法之?。当前有关过程体裁法的研究?多集中在此教学?法对学?写作能?的影响，?较少关注语?复杂度这?重要的?语?平指标。为了进?步探究过程体裁法在英语写作课堂的有效性，本研究通过把过程体裁法运?到英语写作教学中，探索过程体裁法对?中?英语写作语?复杂度的影响。
        本研究从语?复杂度的两?维度，即词汇复杂度和句法复杂度，提出两个研究问题：(1)过程体裁教学法对?中?英语写作词汇复杂度有影响吗？如果有，具体体现在哪些??？(2)过程体裁教学法对?中?英语写作句法复杂度有影响吗？如果有，具体体现在哪些??？研究以?州某?中?年级的两个平?班级共 90 名学?为研究对象，展开了为时?周的实证研究，在实验班展开过程体裁法指导的写作教学，在对照班展开较为传统的结果法写作教学，共计?次教学实践。本研究采?定量分析和定性分析相结合的?式展开，研究?具包括英语写作测试卷、调查问卷、半结构化访谈，实验后的研究分析?具为 LCA 线上词汇复杂度?动分析器、L2SCA 线上句法复杂度?动分析器和 SPSS 22.0。
       本研究主要有以下发现：(1)过程体裁法对词汇复杂度中的词汇密度和词汇多样性产?了显著影响，?对词汇难度的影响较?。(2)过程体裁法对句法复杂度中的单位长度、句?复杂度、从句使?数量的影响最为显著，?对并列结构使?量和特定短语结构使?量的影响较?。这表明过程体裁法对?中?英语写作的语?复杂度有显著影响，主要体现在词汇层?上词汇运?更加多样，实词使?密度更?；句?层?上学?更倾向于写长句，且从句使?率更?。调查问卷的结果显?，实验班学?在实验前后的写作表达在词汇层?和句法层?均有显著提?。半结构化访谈的结果也表明，过程体裁法的模仿分析、写后反思等步骤帮助实验班的学?及时巩固语?知识和体裁知识，从?在写作中运?更为复杂的词汇和句法结构。本研究发现，过程体裁法能够积极促进?中?英语写作中语?复杂度的提?。

        The National English Curriculum Standards for General High Schools (2017 Edition)
(hereafter referred to as “the new standard”) points out that writing ability is an important criterion to measure students' core competence in English learning. However, the traditional writing approach has many problems such as monotonous writing tasks and stale teaching methods, which has restricted the improvement of students' writing ability. The process genre approach, on the other hand, has become one of the most important writing teaching methods at home and abroad, with the advantages of "fast and efficient". Most of the current research on process genre approach focus on its effects on students' overall writing ability, while less attention has been paid to language complexity, an important indicator of second language proficiency. In order to further

investigate the effectiveness of process genre approach in the teaching practice of English writing, this study explores the effect of process genre approach on the linguistic complexity of high school students' English writing by applying the process genre approach into practice.

        This study asks two research questions from the two dimensions of language complexity: (1) Does the process genre approach have an effect on the lexical complexity of English writing of high school students? If so, what are the effects? (2) Does the process genre approach have an effect on the syntactic complexity of English writing of high school students? If so, what are the effects? In this research, a ten-week empirical study was conducted with two parallel classes of 90 students in a high school in Guangzhou, China. The experimental class’s writing lesson was taught under the process genre approach, and the control class was taught under a more traditional 
product approach, for a total of ten teaching practices. The research tools include English writing test paper, questionnaire and semi-structured interviews. The data analysis tools consist of Lexical Complexity Analyzer, Second language Syntactic Complexity Analyzer and SPSS 22.0.

        The main findings of this study are as follows: (1) The process genre approach had a significant effect on the lexical density and lexical variation, while the effect on lexical

sophistication was relatively smaller. (2) The process genre approach had a significant effect on length of production unit, sentence complexity, and the number of subordination, while the effects on the number of coordination and particular structures were smaller. This indicates that the process genre approach has a remarkable impact on the linguistic complexity of high school English writing, inducing students to use a wider range of vocabulary and more content words, write longer sentences and use more subordinate clauses. The results of the questionnaire proved that students in the 
experimental class greatly improved in their sense of audience and diversity of expression. The results of semi-structured interviews also showed that the imitative writing and post-writing reflection enable students in the experimental class to consolidate linguistic knowledge and genre knowledge, use more diverse vocabulary and produce more complex sentence. This study found that the process genre approach has a positive effect on the development of linguistic complexity in high school students' English writing.