A Study Of The Application Of Production-oriented Approach To Continuation Task Instruction In The Senior High School

English writing,as the evidence of students’ integrated English language competence,is indispensable in the senior high school English instruction.Being a brand-new component of the English test for the College Entrance Examination,the continuation task has brought great challenges to both students and teachers.Senior high school students are faced with problems,such as lack of interest and deficiency of language ability.Production-oriented Approach（POA）,a foreign language teaching method with advanced teaching concepts,systematic teaching hypotheses and scientific teaching procedures,has attracted much attention.A lot of research on the effectiveness of POA has been conducted in English writing instruction.Nevertheless,rare research is conducted on the application of POA to the continuation task teaching in the senior high school for the continuation task is a latest component of English test.Currently,the effects of applying POA to continuation task instruction need to be further demonstrated.The researcher makes an attempt to apply POA to a 14-week classroom experiment on the continuation task teaching.Two questions are included:（1）What are the effects on students’ writing competence by applying POA to the continuation task teaching?（2）How does the POA-based continuation task teaching influence students’ learning attitudes?Students from two parallel classes in grade two of a senior high school are designed as the experimental group and the control group randomly.The POA-based continuation task teaching pattern is implemented in the experimental group while the traditional one is adopted in the control group,to explore whether the POA-based continuation task teaching has a positive impact on the improvement of learners’ writing ability of continuation task in the senior high school.With statistic software SPSS26.0 and Excel 2007,the relevant data of test papers,questionnaires and interviews are processed and analyzed.The findings reveal that the writing performance of students in the experimental group is significantly more outstanding than that of the control group,with more accurate language expression,richer content and more coherent structure.According to results of questionnaires and interviews,students’ learning attitude,including cognitive attitude,emotional experience and behavioral tendency,towards continuation task has a positive change after the experiment.Based on the findings,the researchers put forward reference suggestions from the aspects of time control in the implementation of teaching,organization and supervision of students’ learning activities.Meanwhile,this study also provides some reference ideas and methods for continuation task teaching in the senior high school.