A Study On The Application Of "Production-oriented Approach" To English Writing Teaching In Senior High School

In senior high school English teaching,writing as one of the basic skills of English,can effectively promote the automation of language use and constantly make consolidated and internalized language knowledge constantly so as to achieve the purpose of language acquisition.At present,cultivating and improving students’ English writing ability have become one of the difficulties in senior high school English teaching.Students’ writing ability fails to fully meet the requirements of National English Curriculum Standards,and there are some problems such as weak language expression ability,weak structure,insufficient interest,insufficient confidence in English writing.In view of the existing problems,the author applies the “production-oriented approach” to the English writing teaching in senior high school to conduct teaching experiments.The purpose of the research is to study the influence of “production-oriented approach” and improve students’ English writing ability.The experiment analyzes the English writing ability from five aspects,including “content”,“structure”,“vocabulary”,“language use” and “mechanics”.Meanwhile,it studies the influence of“production-oriented approach” which provides positive emotional experience for students’ English writing from three dimensions,namely,happiness emotion,smelting emotion and melting emotion.In this study,108 students from some middle school in Qingdao,Shandong province were selected as subjects.In the process of experiment,the author adopted the methods of test,questionnaire and interview.Among them,the experimental test is divided into pre-test and post-test,aiming to detect the changes of students’ writing ability before and after the experiment.Questionnaire was conducted before and after the experiment to find out the emotional changes of students who participate in the “production-oriented approach” in English writing experiment.After the experiment,the author conducted an interview with the students in the experimental class to understand their emotional attitudes in the English writing teaching process,and the influence of“production-oriented approach” in improving students’ English writing ability.Finally,the relevant data collected in the experiment were statistically analyzed with SPSS 19.0 to obtain the experimental results.The results show that,first of all,in English writing teaching in senior high school,the “production-oriented approach” can effectively improve students’ English writing grades,especially in the “language use” sub-item,but there is no significant difference inthe “content” sub-item.Secondly,the “production-oriented approach” can provide senior high school students with positive emotional experience,especially the “happiness emotion” experience,and experimental teaching can stimulate students’ writing enthusiasm and initiative.In short,the “production-oriented approach” has played an active and effective role in the teaching of English writing in senior high schools.Through the experiment of the application of “production-oriented approach” in senior high school English writing teaching,we can get the following enlightenment: When teachers use the “production-oriented approach” to teach English writing,they need to pay attention to the connection of “output-driven” and “input-facilitated”.After helping students to gradually understand output tasks and generate learning motivation,teachers could input materials to students.At the same time,teachers should pay attention to the choice of input materials,input vocabulary and given time.In the process of classroom evaluation,teachers need to control the evaluation time and give targeted guidance to the contents of classroom evaluation.