A Study Of The Application Of Production-Oriented Approach To English Reading Teaching In Secondary Vocational Schools

In secondary vocational school,English reading teaching occupies an important position.However,the current situation of it is not satisfying: most teachers emphasize input and neglect output in reading classes.Using single teaching mode,the teachers emphasize the explanation of text,vocabulary and language points.In such a dull atmosphere,the students passively rely on the teachers’ explanation,lacking interest and learning autonomy in reading.Students are not good at using English reading strategies.This teaching model results in insufficient reading ability and unsatisfactory reading achievement of students.In order to solve the problem of imbalance between input and output in English teaching,Professor Wen Qiufang and her team put forward Production-oriented Approach(POA),a foreign language teaching and learning guidance with Chinese characteristics.Based on the input hypothesis and output hypothesis,the theory was proposed in answer to the problems in English teaching in China.Since the theory was put forward,many front-line English language teachers have applied it to teaching and carried out teaching research to prove its feasibility.On the basis of previous studies,the author applied it to the English reading teaching in a secondary vocational school,with the intention of improving the current English reading teaching and exploring its teaching effects.There are two research questions in this study: 1.Is the Production-oriented Approach effective in improving students’ English reading achievement in secondary vocational school? 2.Is the Production-oriented Approach effective in improving students’ reading strategies in secondary vocational school? The author conducted an empirical study with two parallel classes of students from the 18 th grade,one class is the experimental class and the other is the control class.The experiment,which was conducted in Liaocheng Infant Normal School,a secondary vocational school,lasted for a whole semester.During the experiment,the author adopted the Production-oriented Approach as the guidance to the experimental class,and adopted the PWP traditional teaching mode in the control class.Before and after the experiment,the author respectively collected the pre-test and post-test reading scores of the two classes of students.The SPSS23.0 software was used to analyze the data.Before and after the experiment,the questionnaire survey was conducted twice in the experimental class.The data of the questionnaires were analyzed to see whether there is a difference in the students’ application of reading strategies.Six students from the experimental class were interviewed to explore the students’ attitude towards the Production-oriented Approach reading teaching model.The results show that compared with the PWP reading teaching model,the Production-oriented Approach reading teaching model can improve students’ reading achievement and their reading strategies.During the classroom activities which based on the Production-oriented Approach,students gradually developed good reading habits and have made greater progress in using prediction and reasoning strategies,but little progress in vocabulary strategies.Most students hold a positive attitude towards this teaching model.Through one-semester teaching experiment,the author verified the positive effects of the Production-oriented Approach to English reading teaching in secondary vocational school.At the same time,the author got some implications on the design of output tasks and teaching practice: the output tasks should be in line with the students’ real life and be in different types;teachers should design different output tasks according to students’ different learning levels.In the students’ group discussion,the sense of cooperation and spirit of cooperation are necessary to be enhanced.