The Effects Of Poa On Students’ Oral Output In English Class Of Senior High School

Oral expression is an important part of one’s English language ability.Improvement of a student’s expression ability will help to improve students’ overall cultural literacy,help the student expand their international perspectives and thinking style,and enable them to conduct cross-cultural communication more conveniently.Oral expression is another crucial component for students to develop their potential,however,students face various problems.Therefore,in an effort to analyze issues and provide solutions,this research study examines the oral English ability of students in Xinxiang No.1 Senior Middle School of Henan Province,China.The Production-Oriented Approach(POA)applied linguistics with Chinese characteristics was first proposed by Professor Wen Qiufang in 2014,and its prototype is the “output-driven hypothesis”.After nearly ten years of development,the system is improving,the content gets more abundant,and the practical operability becomes stronger.The teaching principles,teaching hypotheses and teacher-mediated teaching process constitute the theoretical system.These three parts complement each other,and contain their theoretical foundations and step requirements.The purpose of this study was to apply the production-oriented approach to oral English teaching in senior high schools in China.The research questions are:1.Can the production-oriented approach improve oral English output and the scores of high school students?2.What problems should be pointed out in the application of the production-oriented approach?This study has attempted to use the POA for teaching.The experiment cycle lasted for nearly 5 months.The research subjects were two parallel classes with the same level of English proficiency from Xinxiang No.1 Middle School in China.The research instruments of questionnaire,interview and test are mainly used to collect data.The research results show that:(1)The post-test results of students in the experimental class were significantly improved compared with those in the pre-test,and the post-test results of students in the experimental class were significantly higher than those in the control class.(2)The interest and enthusiasm of the students in the experimental class were also better than students in the control class.Therefore,it can be concluded that the POA can stimulate students’ oral English output and improve their oral performance to a certain extent.At the same time,students had a high opinion of the POA and they had positive emotional experiences of this approach.