The Application Of Production-oriented Approach In English Reading Teaching For Senior High School Students

English,as a universal language spoken all around the world,enjoys the same important position as Chinese,which can be reflected in the scores of College Entrance Examination(CEE).But the learning effect is not very satisfactory.Students have been stuck in the "deaf-and-dumb English" situation.Reading,one of the four basic skills of English learning,plays an important role in improving students’ comprehensive linguistic skills and critical thinking ability.Efficient reading can promote students to put what they have learned into practice,get out of the abyss of "deaf-and-dumb English" and meet the needs of social development of cultivating practical English talents.The Production-Oriented Approach(POA)is the second language learning theory with Chinese characteristics proposed by professor Wen Qiufang,which aims to improve students’ comprehensive language skills and the ability of using English to do things.Based on the concepts of POA,the author applies it to reading teaching and conducts an empirical study for one semester,mainly exploring the following issues:1.Can POA have positive effect on students’ reading interest ?2.Can POA have positive effect on students’ awareness of input and output ?3.Can POA contribute to develop high school students’ reading competence compared with the traditional method? If so,embodied in what aspects ?4.Can POA improve students’ general linguistic performance ?In Huozhou No.1 Senior high school of Shanxi Province,two classes with similar English reading ability were chosen as subjects in this survey to conduct a comparative experiment.The experimental class(EC)teaching was based on the POA,while the control class(CC)adopted the traditional Grammar Translation Method.This research combines quantitative and qualitative analysis,and consists of pretest,classroom teaching,post-test and questionnaires.The collected data were analyzed by SPSS 21.0.Then at the end of the experiment the author interviewed eight of the students in the EC to acquire more information about their acceptance of the POA.The results are as follows: 1).POA is beneficial to improve the effectiveness of Englishreading teaching.In the EC,students’ English reading interest and enthusiasm have been significantly improved.2).POA is conductive to improve students’ awareness of input and output.In the EC,students’ consciously applied the knowledge gained from reading to oral and writing exercise,they not only regard output as the starting point of learning,but also the goal of it;3).POA is better in improving students’ reading performance compared with the traditional teaching model.Especially plays a positive role in three sub-skills,which is understanding detail questions,reference and guessing words meaning.But it has no significant effect on summarizing the main idea and guessing authors’ attitude;4).POA can improve students’ comprehensive linguistic skills to a certain extent.Students in EC improved their reading performance.At the same time,their general English scores and writing performance were also obviously improved.Therefore,POA has a positive impact on developing students’ English reading ability and comprehensive linguistic performance.It is feasible to apply this model to English reading teaching in senior high school.Although this teaching experiment has basically achieved the teaching assumptions,due to the limitations in personal experience and objective conditions,there are still some doubts and problems need to be further investigated.