| This study explores the effectiveness of POA(Production-oriented Approach)on the teaching of English in senior high schools and probes its role in the change of English level of high school students.In addition to this thesis,a deep inquiry would be conducted into the differences in several respects of teaching experiments between traditional teaching and POA teaching methodologies.The research questions to be addressed are as follows:1.After implementing production-oriented approach,have students' English level been improved?2.Whether there is a difference in students' English level between the class implemented POA and the class used traditional teaching method and what are they?Under the guidance of Professor Wen Qiufang's POA Teaching Model,the experiment was performed from October 10,2017 to January 20,2018,altogether with 115 students from Class 2 and Class 3 in Grade Two in Anhui Chizhou No.11 Senior High School involved.The pre-test was carried out in both classes at the beginning of experiment and found both classes have the same English level.Class(2)was chosen as the experimental class(EC)and Class(3)as the control class(CC).In the CC,traditional teaching method is applied;and POA is using in the EC.Both of the teaching last 9 weeks by the researcher.The software of Statistical Package for Social Sciences(SPSS)24.0 was used to make an analysis of the scores of both tests from EC and CC.7 students from EC were selected for the interview,one third of them are from different grade groups.The interview was carried out in Chinese and the whole process was tape-recorded.Afterwards,the results were transcribed into English and the transcriptions of the interview were carefully analyzed.By the ways of pre-test and post-test,and interviews,the study drew the following major conclusions:1.Students' overall English proficiency have been improved after receiving POA,while the effects of the teaching result were almost the same as class implemented traditional teaching.That is to say,POA has no obvious advantage on improving students' overall English proficiency compared with traditional teaching method.2.Concerning their separate English skills,POA can better improve students,writing skills,but brings no improvement that is more significant than traditional teaching to students reading skills,while the improvement of students' listening skills in EC was not as significant as that of students in CC.That indicate that POA has significant advantage in improving students' output skills,while it has no obvious advantage in advancing students' input skills.Concerning students with different levels of English proficiency,the high achievers are significantly affected by the use of POA,that indicates POA can greatly increase level of high achievers,The middle and low achievers showing no significant change,which reflect POA has no distinct advantage on middle and low achievers compared with traditional method.According to the findings,some suggestions are given for the teachers when implementing POA.Firstly,teachers should understand well the specific requirements and teaching process of the POA theory instead of carrying out large-scale experimental teaching at the very beginning.Besides,teachers should pay more attention to students who have poor self-learning ability.Secondly,more attention should be paid to the cultivation of students' reading ability.In the course of the implementation of the POA,teachers should guide students to carry out selective learning of the content,language and structure of the text.Thirdly,teachers need to develop teaching test system matching with the POA.Only using the traditional English proficiency test can not fully and objectively test the effectiveness of its teaching.This study also has its limitations.For example,the number of subjects is not enough.All the students and teachers are just from one school.So the results may not reflect the whole picture as regards the use of POA in English classes in all the other senior high schools. |
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