A Study On Applying "Production-Oriented Approach" To English Writing Teaching In Senior High School

According to National English Curriculum Standard for Senior High School(2017),“language skills are the most significant component of linguistic competence and being able to conduct effective interpersonal communication by written discourse is one of the objectives to achieve linguistic competence.” There is no denying the fact that writing,as an essential expressive language skill,is of vital importance for learners in senior high schools.After a decade(2008-2018)of theoretical and practical research development,Professor Wen Qiufang and her team proposed and formed the “Production-oriented Approach”(POA)theory,which directs a new path towards English writing instructions.However,recent studies on applying POA to senior English teaching of writing in senior middle school is insufficient.The relevant studies are mainly quantitative studies.What are the changes in students’ classroom participation,Sense of Gain,and writings after the application of POA writing instruction still lack the research from a qualitative perspective.Thus,it is indispensable to analyze students’ classroom participation,Sense of Gain,and writing quality in POA writing teaching.In this study,six students from grade two of C middle school in B city are selected as the research subjects.Based on the POA English teaching of writing,the following research questions are put forward qualitatively:(1)What are the changes in students’ Classroom Participation after applying POA to English Writing Teaching in C middle school?(2)What are the changes of student’s Sense of Gain after applying POA to English Writing Teaching in C middle school?(3)What are the students’ improvements in terms of “language”,“content”,and “structure” in writing after applying POA to English writing teaching in C middle school?A 18-week POA writing teaching is conducted in six students for the research and during which Classroom Observation,Interview,and Writing Test were used tocollect and analyze the data.The results indicate that:(1)POA writing teaching improved students’ classroom participation.The participation frequency increased and the participation patterns diversified after the POA writing teaching.(2)POA writing teaching optimized students’ Sense of Gain.The gaining experience is more positive,gaining content is optimized,and students are more willing to share their sense of gain after the POA writing teaching.(3)The application of POA writing teaching improved students’ writing discourse.The content is more substantive and knowledge;the structure is better organized,the sentences and paragraphs are better connected;the “effective construction complexity”,“grammatical correctness”,and“lexical diversity” increased.