| As an indispensable part of English learning,English writing is almost many learners’ headaches.According to previous studies,Production-oriented Approach(POA)has positive effect on improving English learning and teaching to some extent,which is identified as a popular and useful way that combines language input with output.In this way,students can know their needs before learning,then they could make selective learning according to their needs and fade zones.Also,it makes it possible that help learners to imitate and apply what they have learned immediately.Therefore,researchers who interested in this method begin to conduct so many studies related to it and there are also several comparative studies between POA and Task-based Language Teaching(TBLT),but those comparations are just at the theoretical level,without empirical researches on the comparative effects of POA and TBLT on English writing.Thus,this thesis aims to investigate the comparison effects of POA and TBLT not only on students’ overall writing proficiency,but also on specific writing scores,including fluency,accuracy and complexity.Based on the aims mentioned above,this thesis digs into the following two questions: the first research question is about the different effects of Production-oriented Approach(POA)and Task-based Language Teaching(TBLT)on general English writing proficiency of senior high school students in China;and the second one is talking about the different effects of Production-oriented Approach(POA)and Task-based Language Teaching(TBLT)on accuracy,complexity and fluency of English writing for senior high school students in China.Basing on Krashen’s input hypothesis and Swain’s output hypothesis,this experiment selects 108 participants from Grade two in Lanzhou New Area Zhouqu senior high school in Gansu province to test the effects of POA and TBLT these two teaching methods.These 108 participants are divided into two groups,one is POA(including 54 students)and the other is TBLT(including 54 students).Before the experiment,a pre-test,a writing task is adopted to ensure students in POA and TBLT have the same English writing abilities.During the experiment,the teacher of POA and TBLT is the same person,however,participants in POA are taught by POA and participants in TBLT are taught by TBLT.After the experiment,all participants are asked to finish post-test,another writing paper.Then the author employs SPSS software to process the data collected from pre-test and post-test,form which the research questions can be answered as following:As for the first question,both POA and TBLT these two classes in this study have improved overall writing scores,which means both POA and TBLT have positive effects on students’ writing proficiency.However,it seems that POA is more superior than TBLT on the improvement of writing proficiency.As for the second question,POA and TBLT have different effects on writing accuracy,fluency and complexity.POA is better on fluency and complexity,while there is no significant difference between POA and TBLT on accuracy.The reason why this phenomenon occurs might be that students in POA pay more attention to writing longer and more complex structures without focusing on accuracy.The results show that POA is a little superior to TBLT on improving English writing,which can also enhance student’s fluency and complexity.However,it is not superior in accuracy.Therefore,teachers should adopt teaching method after careful consideration.They also can make combination of them when necessary.Anyway,it is hoped that this study could provide some references for teachers and researchers on English writing teaching. |
