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

Listening,speaking,reading,and writing are the four basic English teaching skills.Writing involves comprehensive skills and is also the focus of English teaching.However,there is a separation between learning and using in senior high school English teaching,and the writing teaching is weak,especially the new college entrance examination questions,which puts forward new challenges to the writing teaching."Production-oriented Approach" is a foreign language teaching theory with Chinese characteristics created by Professor Wen Qiufang and her research team.After more than ten years of development,the production-oriented approach has formed a relatively perfect system and has been implemented in many colleges and universities in China.The results show that a Production-oriented Approach can promote English Writing Teaching（Wen Qiufang,2015,Zhang Wenjuan,2016）.In order to meet the new challenges of English Writing Teaching in senior high school,it is necessary to apply the Production-oriented Approach to English Writing Teaching in senior high school to provide a new perspective for English Writing Teaching in senior high school.Based on the input and output theory,this study applies the production-oriented approach to the teaching of English writing in senior high school,aiming to explore the following three questions:（1）To what extent does applying the "Production-oriented Approach" promote and improve students’ affective factors and writing habits in senior high school English writing teaching?（2）To what extent does the application of the "Production-oriented Approach" improve the overall level of writing?（3）To what extent does applying the "Production-oriented Approach" promote the accuracy of language,fluency,logicality,and appropriateness of discourse?This study was carried out in the first grade of a senior high school composed of 55 students for one semester.Through the questionnaire,test,text analysis,and interview,the collected data were analyzed and compared with SPSS 23.0.The following research results were obtained:（1）Students’ writing affective factors,such as interest,confidence,motivation,and preference for writing,were apparently improved,and anxiety was significantly reduced.Writing habits had improved greatly.（2）Among the overall level,middle level,and low-level students,the level of Practical writing had been significantly improved.There was no significant improvement in the high-level group’s practical writing level.In the continuation task,the writing level of the whole class was significantly improved.（3）The accuracy and fluency of Practical writing had been significantly improved,while the logic and appropriateness of expression had not been significantly improved in class in Practical writing.Students’ language accuracy,fluency,logicality,and appropriateness of expression were significantly improved in the Continuation task.