An Empirical Study On The Application Of Production-Oriented Approach To English Reading Teaching In Senior High School

The General High School English Curriculum Standards(2017 Edition)clearly states that the core literacy of English subjects includes four dimensions: language ability,thinking quality,learning ability,and cultural awareness.Reading is an important carrier to improve these four aspects.So developing students’ reading strategies and skills under the background of high school English teaching reform is particularly important.The “production-oriented approach”(POA)is a foreign language teaching theory system established by Wen Qiufang’s team in 2014 in response to the separation of learning and using and low quality of student output in teaching.The current research on POA is mainly focused on speaking and writing.However,output is based on input and efficient input can contribute to successful output.Therefore this research applies POA to high school English reading teaching,aiming to further verify the effect of this method on English reading teaching.Based on the theories of Krashen’s Input Hypothesis and Swain’s Output Hypothesis,this research try to answer three research questions by using questionnaire survey and experimental research:(1)What is the effect of POA on students’ reading achievements?(2)What is the effect of POA on the reading achievements of high,medium and low grade students? Which group of students’ reading achievements is most affected?(3)What is the effect of POA on students’ English reading motivation? In response to the above research questions,the author conducted a ten-week experiment.In this study,students from two parallel classes in Karamay No.1 Middle School are selected as the research subjects.The EC is taught by POA,while the CC is taught by conventional reading teaching method.After the experiment,the author applies SPSS 26.0 to analyze the research questions and discuss the experimental results.The results are as follows:(1)The POA can improve students’ English reading performance.Before the experiment,there is no significant difference between the average scores of the pretest of the experimental class and the control class;after the experiment,the average scores of the post-test of the experimental class(24.178)are higher than that of the control class(19.644),there is a significant difference(p=.000<0.05).Meanwhile,the post-test scores of the experimental class are higher than the pretest scores.(2)The POA can improve the English reading performance of students at different levels.The scores of the students in the high,middle and low groups have been significantly improved(P=.000<0.05).Among them,the achievements of students with low scores increases the most,with the increase of 7.077 points,higher than the high group(3.466)and middle group(4.235).(3)The POA can improve students’ English reading motivation.General speaking,the post-test score of the experimental class is significantly higher than the pretest score(P=.000<0.05).In the aspect of “reading ability and efficacy”,“achievement value and goal” and “social factors”,the experimental class post-test score are significantly higher than the pretest score.It indicates that the implementation of reading teaching based on POA has a positive impact on students’ English reading motivation.Based on the main findings of this research,this thesis proposes the following recommendations for senior high school English reading teaching: first of all,teachers should design output tasks scientifically and create activities rationally.Secondly,teachers should make full use of the teaching materials,always take the output task as the orientation,and find the combination point of input and output to carry out reading activities.Finally,teachers should use appropriate evaluation methods to make targeted evaluations on output tasks,design specific evaluation criteria,and let students know the basis for evaluation.