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

As one of the four basic skills of English learning,writing is an important part of senior high school English teaching and an important way of language output.However,there are still many problems with English writing teaching in senior high schools in China: the lack of innovation in teaching;the lack of motivation for writing;the lack of balance between input and output;the lack of effective writing evaluation methods.For a long time,domestic and foreign experts and educators have been seeking solutions actively,and the “production-oriented approach(POA)” has emerged.POA combines“input learning” and “output application” closely,and focuses on solving the problem of“separation of learning and using” in English teaching in China.It follows the new teaching model of “output-input-output” and combines the teaching process of“motivating-enabling-assessment”,which further broadens the ideas of English writing teaching.This research attempts to explore the application research of POA in senior high school English writing teaching,improve the shortcomings of traditional teaching methods,and promote the development of students’ writing ability.Based on the input and output hypotheses,this research is intended to investigate the effectiveness of POA in teaching English writing in senior high school.This research intends to answer the following three questions:(1)What are the impacts of POA on senior high school students’ writing attitudes and writing habits?(2)What are the impacts of POA on senior high school students’ writing ability?(3)How does POA guide senior high school English writing teaching?This research selected 80 students from two parallel classes in Grade Ten of Nanyang Youtian No.1 Senior High School as the experimental subjects,and conducted a 16-week teaching experiment.During this research period,Class 3 was set as the control class in which the traditional writing teaching method was adopt,while Class 5was the experimental class in which POA was applied.In the experiment,the methods of questionnaire,interview and teaching experiment were primarily used.Pre-test and post-test were conducted on the experimental class and the control class in English writing respectively,and the data were collected and analyzed with SPSS 26.0.The results show that students in the experimental class perform better in post-test than those in the control class.In addition,the results of questionnaires and interviews reveal that students in the experimental class believe that POA can improve their writing ability and change their writing attitudes and writing habits.This research suggests that teachers should give full play to their leadership roles in the teaching process.Teachers should design various output activities to provide opportunities for students to communicate and cooperate,and encourage students to participate in evaluation in a variety of ways.Moreover,teachers should follow the“learning-using integrated principle” when selecting and teaching language input materials to make the teaching process more flexible and efficient.Finally,teachers should update their teaching concepts.In the teaching process,teachers should analyze the actual problems in teaching English writing,try new teaching methods and change teaching behaviors.