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

Aim to improve the phenomenon of “separation of learning and using” in English teaching in our country,professor Wen Qiufang and her team put forward Production-oriented Approach(POA)in line with national conditions.After many years’ exploration,development and refinement,the theory has now been mature.In recent years,a great number of experts,scholars and front-line teachers have applied POA into practice and verified its effect in English teaching with data.It is well acknowledged that English writing belongs to the category of expressive skills.This is a highly integrated language application ability that demands a lot for students’ proficiency.However,the current English writing level of junior high school students in China is not optimistic.For many years,the teaching status of “emphasizing learning while neglecting using” along with “emphasizing input while neglecting output” has resulted in a series of problems such as students’ weak writing ability,lack of writing motivation,writing anxiety and so on,which need to be solved urgently.Therefore,taking Krashen’s input hypothesis and Swain’s output hypothesis as the main theoretical framework,the author boldly assumes that the application of POA in junior high schools English writing teaching can solve some existing problems,and will obtain good teaching effects.Two parallel classes,namely,class 1(control class)and class 2(experimental class)of Grade 9 in the affiliated high school of Kashi university are selected as experimental subjects in this research.During the experiment of one semester,Production-oriented Approach is adopted in the experimental class while the routine writing teaching method is implemented in the control class.The qualitative and quantitative research was combined by methods such as questionnaire,pre-test,post-test and interview to obtain the research results and data.The SPSS25.0statistical software was used for descriptive statistical analysis of the data.The research questions are as follows:1.Can the application of POA in junior high school English writing teaching improve students’ English writing performance?2.Can the application of POA in junior high school English writing teaching enhance students’ English writing motivation?(Motivation will be measured from three dimensions: self-efficacy,intrinsic motivation and extrinsic motivation)The results of the experiment show that it is effective to apply POA to English writing teaching in junior high school.On the one hand,the application of POA can contribute to promote students’ writing performance.The data suggests that the mean value of the writing from experimental class(6.69)in the pre-test is similar to that of the control class(7.02),and there is no significant difference.In the post-test,the mean value of the writing in the experimental class(8.71)is 1.60 points larger than that of the control class(7.11).Moreover,the average writing score of the post-test in the experimental class(8.71)is increased by 2.02 points compared with the pre-test(6.69).On the other hand,the application of POA is beneficial for students to improve their writing motivation.According to the comparison of the data of pre-questionnaire and post-questionnaire along with the results of the interview,it can be concluded that students’ writing motivation in the experimental class is improved significantly,which is mainly reflected in the two dimensions of self-efficacy and intrinsic motivation.This research proves that the Production-oriented Approach is effective and feasible in the English writing teaching of junior high school,and it is important to promote the development of English writing teaching.The last part of the paper concludes with some practical insights and suggestions,which are expected to provide references for subsequent related studies.