An Action Research On The Effect Of Output-Oriented Classroom Teaching On Junior High School Students’ English Writing

As the development of English teaching,professors put forward the concept of "core literacy" in the new curriculum standard,which has new requirements for middle school students’ English writing.At present,English teacher in junior high middle school pay more attention to the practical application of language,and English writing is an important part of language application,so writing exercise is particularly important in English learning.The key point of teaching is whether students can write a composition well by using their own English knowledge and language skills.However,in junior high school,most students are faced with the problems of inaccurate language,wrong expression and word by word translation.The author hopes to solve this problem by using output-oriented teaching method.In 2014,Professor Wen Qiufang localized the task-based teaching method and come up with the output-oriented method.This method follows the mode of "output-input-output",especially emphasizing the importance of output in teaching.POA developed from task-based teaching method,is designed to perfect the professional English teaching.It is a revision and supplement to the hypothesis of output driven.In recent years,a large number of scholars and teachers have applied this method to the actual teaching of junior and senior high schools,and proved that the output-oriented method is conducive to improving students’ writing ability.In this study,the author apply this method to junior high school English composition teaching,and use action research method to answer the following two questions : 1.Does classroom teaching under the guidance of output-oriented theory have an impact on students’ writing performance? If so,which of vocabulary,grammar,content,sentence pattern and logic is the most influential? 2.Does the classroom teaching under the guidance of output-oriented theory have an impact on the internal motivation,external motivation and self-efficacy of middle school students’ writing? If so,which one is the most influential? The experiment lasted about 12 weeks,and 100 students from two parallel classes in the first grade of Xishan school participated in the experiment.These students have roughly the samelevel of writing.The author uses the output-oriented teaching method in the experimental class and the traditional teaching method in the control class to teach writing separately.All other conditions,such as the teacher,the use of teaching materials,the teaching progress and the homework after class,remain the same.Through the experiment,the author finds that the application of output-oriented method in writing teaching is effective.This study draws the following conclusions:first,the classroom teaching guided by output-oriented method can affect students’ writing performance which has improved,and effect sentence pattern the most.Second,it have an effect on students’ self-efficacy.Students who are under POA teaching gain and improve their confidence in writing.Some teaching implications and future research recommendations are finally put forward.