| The National English Curriculum Standards for General High School（2017Edition）put forward that the language skills that senior high school students should master consists of listening,speaking,reading,writing and viewing.Writing is an expressive skill and an important English skill based on knowledge output,which can intuitively reflect students’ comprehensive English language ability.The overall English level will be influenced by the improvement of students’ writing level.Therefore,writing plays a very important role in English.However,most English teachers focus on the results in writing teaching because of the stress of the college entrance examination.They ignore guiding students to input relevant languages and output them effectively,resulting in the separation of learning and using.Therefore,for most senior high school students,the big problem that they faced in English learning is writing.After learning vocabulary,grammar and sentence patterns,students cannot use them correctly and skillfully in English writing;grammatical and structural errors are common in English compositions,most compositions have single content and weak coherence.This is a difficulty faced by both teachers and students.Professor Wen Qiufang put forward the production-oriented approach,advocated the close combination of “input learning” and “output application”.It aims to achieve the combination of learning and using truly and apply learning to practice.Therefore,this study applies it to English writing teaching in senior high school to explore the effect of the production-oriented approach on senior high school students’ English writing attitude and ability.Based on three hypotheses,which include input hypothesis,output hypothesis and interaction hypothesis,using the methods of test,questionnaire and interview,this study selects students of class 13 and class 14 in Grade 2 of S school in Kaifeng,Henan Province as the research subjects.The two classes have a total of 120 students,class 13 is the experimental class while class 14 is the control class.The control class applies the previous English writing teaching method while the experimental class applies the production-oriented approach.After conducting a teaching experiment on these two classes for nearly four months,this study tries to answer the two questions:（1）What are the effects of the Production-oriented Approach on students’ English writing attitude in senior high schools?（2）What are the effects of the Productionoriented Approach on students’ English writing ability in senior high schools?Before the experiment,SPSS 25.0 was adopted for the Independent-Samples t Test of the pre-test scores of the two classes.The results showed that there was no significant difference between class 13 and class 14（Sig = 0.927）.After the experiment,the author used SPSS 25.0 again to compare and analyze post-test scores.The results showed that the scores of the two classes have improved,but there was a significant difference between the two classes（Sig = 0.000）,and the mean of the experimental class has increased by 3.22 compared with that before the experiment,while that of the control class has only increased by 0.2.Though data analysis,the following conclusions can be obtained: first,the application of production-oriented approach to English writing teaching in senior high school will have a positive impact on students’ attitude.It makes students have a stronger interest in English writing,changes their attitude towards English writing.Second,this approach can improve students’ English writing ability,then improve students’ writing scores.Although the study has some shortcomings,it proves the feasibility and effectiveness of the production-oriented approach in English writing teaching in senior high school.The results provide some pedagogical implications and teaching reference for senior high school English writing teaching at present stage.What is more,there are pieces of advice and help for further research. |
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