A Study On The Application Of Production-oriented Approach To English Writing Teaching In Senior High School

Education,as a human activity,has always been based on the overall development of human beings,which is also the connotation of the comprehensive implementation of quality education at this stage.It is the goal of education to cultivate students’ ability of listening,speaking,reading and writing in English teaching,and writing is the full embodiment of students’ comprehensive quality.Writing has always been a difficult problem in teaching practice.The current situation of English writing teaching in China has been unsatisfactory.On the one hand,writing,as an output ability,requires students to master and use English.Moreover,the students have little interest in this course,which they think it’s boring.Facing the teacher’s task,they just finish it passively.On the other hand,some teachers don’t pay enough attention to writing and spend more time on other parts of teaching.To some extent,teachers’ attitude will affect students’ enthusiasm for learning.Wen Qiufang(2018)proposed the “output-driven,input-driven” hypothesis and“production-oriented approach” in view of the long-standing imbalance between emphasis on input and neglect on output in China’s foreign language teaching practice.The teaching method is divided into three parts: driving,promoting and evaluating.First of all,“drive” is mainly to stimulate students’ learning interest and motivation.Second,“promote” is mainly used to provide students with learning materials,use various forms of activities that can produce English writing content to help students better understand the knowledge they have learned,and finally achieve the learning output task.Finally,“evaluation” is mainly to help students find their own shortcomings and improve students’ writing ability.The study carried out the teaching experiment for one semester.The research subjects are all the students in Class 6 and Class 7 of Grade one in Number 2 Middle School of Lin County,Shanxi Province.Among them,Class 6 is set as the control class and Class 7 as the experimental class.The experimental class was taught English writing with the production-oriented approach and the control class was taught with the traditional method.In this study,the author mainly takes the instruments of questionnaire,interview and control experiment,and analyzes the results of the questionnaire and interview as well as the English writing scores of the two classes before and after the experiment.This study mainly targets at answering two questions:1.What is the effect of “production-oriented approach” on students’ writing performance in senior high school?2.Can the application of “production-oriented approach” in senior high school English writing class improve students’ writing interest,reduce their anxiety,improve their writing technique and enhance their satisfaction in the writing?Based on the analysis of questionnaire,interview and test results,it is found that firstly,the application of “production-oriented approach” in the teaching of senior high school English writing class can improve students’ writing performance,expand students’ vocabulary,as well as enrich students’ knowledge of discourse cohesion and coherence.Secondly,the application of “production-oriented approach” in senior high school English writing class also can improve students’ writing interest,reduce anxiety,improve their writing technique and enhance their satisfaction in the writing.The present research can provide some enlightenments about writing teaching.First of all,in the learning process,teachers should design various forms of activities that can produce English writing content to provide opportunities for students in the process of learning process,in order to exchange and collaborate with each other as well as teachers.Secondly,when selecting language input material,teachers should follow the concept of“integration of learning and using”.Thirdly,teachers should evaluate students’ output activities and works timely and effectively.Finally,teachers should actively combine effective methods and ideas with their teaching of English writing.Thus,it is effective to apply it to senior high school English writing class.The results show that applying the production-oriented approach to English writing teaching in senior high school has a positive impact on students’ content,vocabulary,grammar and discourse coherence in English writing.In the process of teaching,teachers should analyze the practical problems in English writing teaching,try new teaching methods and change teaching behavior.