The Effects Of Production-Oriented Approach On Senior High School Students’ English Reading-Writing Performance

"Production-oriented Approach"(POA)combines input with output,and aims to solve the problem of "separation between learning and using" in Chinese English teaching.Reading and writing,as two relevant basic skills of English learning,are consistent with the teaching concepts of "Production-oriented Approach".Therefore,this study applies the POA into the senior high English reading-writing teaching,with the purpose of solving the following questions:1.How does POA influence high school students’English reading and writing performance?2.Does POA produce different effects on English reading and writing performance of students with different English proficiency levels?3.What are the causes underlying the differences(if any)found in Question 2?This research lasts four months.Altogether 100 students from Class 1 and Class 11 of Grade two in Yang Zhou Senior High School participated in this experiment.These two classes have the similar English reading and writing performance before the experiment.Among them,Class 1 was chosen as the experimental class(EC),which received POA teaching,while Class 11(CC)was chosen as the control class,which received the traditional "intensive reading teaching method".And the researcher was responsible for the English teaching of the two classes.Pre-test and post-test were used to test the impact of POA on students’ English reading and writing performance,and the collected data was analyzed by SPSS 24.0.Also,after the experiment,eight students from the EC were interviewed to know their feedback on POA teaching.Through both tests and the interview,the following conclusions are drawn:1.Although the traditional teaching method can also improve students’ reading and writing performance to some extent,the improvement is very small.While POA has both significant impacts on students’ English reading and writing performance,significantly improving their reading and writing performance.Under the guidance of POA,students’English reading and writing performance are simultaneously developed.This indicates that compared with traditional teaching method,POA has an obvious advantage in improving students’ reading and writing performance2.POA has significant impacts on students with different English proficiency levels and can effectively improve their reading and writing performance.But among them,the improvement of high and middle level groups are the largest,while that of low level group is the smallest.This indicates that students with high and middle English proficiency levels are most affected by POA,while low-level students are least affected by POA.Therefore,POA has more significant impacts on the reading and writing performance of students with high and middle English proficiency levels.3.The causes underlying the different effects of POA on students with different English proficiency levels mainly include two aspects.Firstly,in the aspect of students’self-learning ability and initiative.Since POA stresses selective learning and the application of knowledge,it makes higher demands on students’ learning initiative.Compared with low-level students,students of high and middle level groups have higher self-learning ability and initiative,which can help them duly complete various "enabling" activities and output tasks,so that they can quickly adapt to POA teaching method.In the same way,these challenging activities and tasks can also further stimulate their learning initiative.Secondly,in the aspect of students’attitudes towards output results.Differing from low-level students,students with high and middle English proficiency levels make much account of the assessment,improvement and perfection of their output results.Also,during the process of constant modification of their outputs,their English proficiency levels will be further improved.Based on the above findings,some suggestions and inspirations are provided for teachers to implement POA.Firstly,teachers can combine the topics in reading materials with students’ real life and current affairs,so that ingeniously creating writing topics,which can not only stimulate students’ writing desire,but also better realize the "combination of reading and writing".In a word,students’writing should not be divorced from the reading texts and theme context.Secondly,in the process of implementing POA,teachers should pay more attention to low-level students and give them more encouragement,guidance and help.For example,rewards can be used to motivate their output enthusiasm and learning initiative.Meanwhile,when setting up output tasks,teachers need to take low-level students’ receptivity and learning ability into consideration.Finally,special attention should be paid to the evaluation of students’ output(compositions),so that students can constantly improve their compositions and writing performance in the process of repeated modification.Certainly,there are also some limitations in this study.For example,the research subjects and experimental time are not enough,so the effect of POA may not be fully played,and the research results are less representative and comprehensive.