| Writing is the thinking process in which students extract and output knowledge stored in memory,which is an important part of the comprehensive ability of language.However,at present,the English writing level of junior high school students in China is not optimistic,for many years,the teaching status of "emphasizing learning over using" has led to many problems,such as students’ lack of written expression ability as well as lack of cohesion and coherence in their writing tasks,which need to be solved urgently.In recent years,the "production-oriented approach " has been applied to English writing teaching to effectively solve the current situation of “separating learning from use”.However,most of the research subjects are college students,there are very few English writing researches for middle school students,especially for junior high school students.Therefore,the author applies POA to the English writing teaching in junior high schools to explore the following three research questions:1.What impacts does the production--oriented approach have on junior high school students’ vocabulary and grammar in English writing?2.What impacts does the production--oriented approach have on junior high school students’ sentence patterns in English writing?3.What impacts does the production--oriented approach have on junior high school students’ cohesion and coherence in English writing?The author conducts a12-week teaching experiment at a middle school in Dalian,Liaoning Province.During the study,she selects 90 eighth grade students from 2parallel classes.During the study,the author serves as an English teacher in both experimental class（Class1）and control class（Class2）,and ensures that the teaching content,teaching progress is consistent.The author applies production--oriented approach to writing teaching in the experimental class,while the traditional process teaching method is utilized in the control class.Before and after the experiment,the author conducts a writing test on the two classes of students to explore the changes in students’ writing ability.After the experiment,the author uses SPSS26.0 to analyze the data results statistically.The experimental results indicate that compared with the traditional process teaching approach,the production-oriented approach has a remarkably positive impact on junior high school students’ writing vocabulary,sentence patterns,cohesion and coherence.What’s more,their English writing performance has been improved.Before the experiment,they have no obvious difference in English writing performance（P=0.195>0.05）.After the experiment,there are significant differences in the English writing scores of the two classes（P=0.003<0.05）,and the average scores of the experimental class are 1.7778 higher than that of control class,especially in terms of vocabulary,sentences,organization,cohesion and coherence.First of all,in terms of vocabulary,before the experiment,the students’ vocabulary is not rich enough,and there are more grammatical spelling errors,after 12 weeks of writing instruction guided by POA theory,the students’ vocabulary becomes rich and accurate and there are fewer grammatical spelling errors;Secondly,in terms of sentence patterns,students can flexibly apply various sentence patterns to their writing tasks and the structure is more diversified.In terms of cohesion and coherence,their compositions are amazingly well-organized by learning writing strategies under the teacher’s guidance,group discussion,peer evaluation and self-reflection.Moreover,the average writing scores of the post-test in EC（15.82）are increased by 1.80 points compared with the pre-test（14.01）.Obviously,they have a significant difference in students’ writing performance.This study demonstrates that production-oriented approach has positive impacts on Junior High School students’ English writing,but since the study is only conducted for 12 weeks,relevant research questions required to be further studied. |
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