A Study On Applying Production-oriented Approach To English Writing Teaching In Junior High School

English writing is one of the four basic skills of listening,speaking,reading,and writing.It plays a vital role in English learning.However,the cultivation of students’ writing ability is the bottleneck of English teaching in junior high school.It is usually the “ separation between learning and application”.POA,a new English teaching theory,emerges to overcome such drawbacks in traditional teaching and enable students to combine learning with practice.The work combined the theory and the practice of English-writing teaching in junior schools to explore the teaching process of the production-oriented English-writing teaching method.This form includes three stages of “output driven-input enabled-output again”,and each teaching link is interconnected.POA was applied to the teaching of English writing to test its teaching effect.Classes five and six of Grade eight in a junior high school of Jining were selected as the research objects.Class five(the experimental class)adopted the production-oriented English writing teaching model,and class six(the control class)employed the “product-based approach”.Pre-test,post-test,questionnaire,and interview were used to collect the relevant research data,which was synthetically analyzed with SPSS24.0 software to discuss the following questions.Can the “POA” increase the English-writing competence of junior school students? Can the “POA” increase the interest of junior school students in English writing?After our16-week teaching experiment,the student performance in the experimental class has generally improved.The improved writing ability is mainly manifested in writing content,writing language,and sentence coherence.The improvement of writing interest lies in writing enthusiasm and participation.In the “production-oriented teaching method”,teachers aim to improve students’ “output” ability,and then strengthen the “input” training by taking some effective ways.Students can learn selectively according to the need for“output”,which stimulates students’ desire to learn and improves their enthusiasm for learning.This study not only helps students to solve the confusion of using separation in English writing but also expands the application field of English writing teaching methods for teachers.