POA In High School English Listening Teaching

In English learning,four basic skills,listening,speaking,reading and writing,are repeatedly emphasized.Among these four skills,“listening” is ranked first.According to statistics,people spend 45% of their time in language communication listening,30% in speaking,16% in reading and 9% in writing.All these information argues the importance of listening?In order to solve the problem of language use,Professor Wen Qiufang and her research team proposed the “Production-Oriented Approach”.This method avoids the shortcomings of“input hypothesis” and “output hypothesis”,and inherits the fine tradition of pedagogy in my country.At present,this new teaching theory plays an important guiding role in the practice of English teaching in many universities.The survey shows that many researchers combine the output-oriented approach with output activities such as oral,reading,and writing teaching in high school.Few studies have applied this approach to listening teaching.This may be because listening has always been considered to be an input activity rather than an output activity.In fact,listening teaching is not only the “listening”-input link,but also the testing link during or after the “listening” link,such as oral recitation,retelling,dictation,filling,evaluation,answering questions,etc.It can be seen that the entire listening teaching process involves multiple output activities;we should not narrowly consider the entire listening teaching as only input and no output,but should focus on the entire listening process and treat the complete listening teaching process in a holistic and comprehensive manner.In view of this,this study attempts to apply the output-oriented approach to high school English listening classes and conduct empirical research..In order to explore the effectiveness of the output-oriented approach in listening teaching,this study will focus on two questions:(1)Can the production-oriented approach be applied to high school listening teaching;(2)Can the production-oriented approach be conducive to improving students' output ability(Listening material content output,Oral and writing skills).This research is guided by the Production-oriented Approach and adopts the experimental method.The two classes of a total of 154 students in a certain middle school in Hanzhong City,Shaanxi Province are selected as the research object.The experiment lasted for fourmonths,and the data collected mainly included two aspects:(1)the scores of the two hearing tests before and after the experiment;(2)the statistics of the questionnaire survey before and after the experiment.After the author completes the data statistics,first of all,the data of the two classes is simply sorted out,and then the SPSS software is used to analyze the listening performance of the two classes before and after the two classes.It can study whether there are differences in the English listening scores of the two classes after the four-month experiment.Finally,a questionnaire survey is conducted again to understand the students' attitude towards the application of the output-oriented method in high school listening teaching.The results of the study show that the application of output-oriented methods to listening teaching can help improve students' output ability.By comparing the results of the two classes and the independent sample T test,it is found that the listening performance of the experimental class students is not only significantly higher than that of the control class,but also significantly higher than their own scores in the previous test.This shows that the combination of output-oriented approach and high school listening classroom is feasible and effective.Therefore,the output-oriented method plays an important role in improving the listening ability of students.This experiment has credibility and effectiveness.But at the same time,there are some shortcomings in this study: the sample size is small,not extensive and universal;the research experiment time is short;the irrationality and rigor of listening teaching materials;the experimenter and the experiment Subjective influence of the writer.But on the whole,the results of this study are basically in line with the author's expected goals,confirming that the application of output-oriented method in high school English listening teaching is of positive significance.At the same time,the experiments and experience carried out in this study are the instructive of English listening teaching in the future.