An Experimental Study Of The Output-oriented Method In Junior High School English Writing Teaching

English writing competence,as one of the most important parts of English comprehensive language competences,is the weak point of the majority of junior high school students,so teachers are eager to find out a new teaching approach to enhance students' English writing competence.Production-oriented Approach,hereafter called POA,is a teaching approach proposed by Wen Qiufang,which aims to improve the language performance of Chinese foreign language learners.Though POA is widely used in college English teaching and proved to be effective,it is rarely used in middle school English teaching.In order to improve the current English writing state,based on the previous studies on POA theory and writing practice,the writer tried to apply POA into an experimental study of English writing to testify the availability of POA teaching model in junior high school English teaching.The study was aimed to answer two questions: 1.What is the effect of POA on English writing scores of junior high school students? 2.What is the effect of POA on English writing attitudes of junior high school students?The subjects of the study were 100 students in total of two parallel classes in Grade 8 taught by the writer in a middle school in southwest Shandong province,each class containing 50 students respectively.One of the two classes was the experimental class and the other class was the control class.POA directed English writing teaching method was used in the experimental class,while the traditional English writing teaching method,namely imitating method,was adopted in the control class.The experiment lasted for one semester.English writing tests were conducted in the two classes before and after the experiment.And the scores of writing tests were analyzed by SPSS 26.0 software to figure out the effect of POA on English writing scores of junior high school students.In the experimental class before and after the experiment,questionnaires related to English writing attitudes were delivered to the students and the results of the questionnaires were analyzed by Microsoft Excel software.What's more,several students of different levels of English writing scores were chosen to be interviewed and the results of the interview were analyzed qualitatively so as to find out the effect of POA on English writing attitudes of junior high school students.The results of the experiment were as follows: 1.POA can elevate junior high school students' English writing scores effectively.Before the experiment,there was no significant difference between the English writing scores of the two classes(p=0.674 > 0.05).While after the experiment,the English writing scores of the two classes were significantly different(p=0.008 < 0.05).The scores of the experimental class were 1.34000 higher than the control class.2.POA can improve English writing attitudes of junior high school students.By analyzing the results of the questionnaires,a conclusion could be drawn that the students' enthusiasm after the experiment was much higher than that before the experiment.By interviewing students after the experiment,a further conclusion could be drawn that students showed more interest in English writing and they were more willing to accept the POA guided English writing teaching method.There is some enlightenment to junior high schools' English writing teaching in this study.First,teachers should keep in mind a production-oriented teaching concept,paying attention to students' language output ability so as to narrow the gap between input and output.Next,during the language enabling period,the contents of the input material and the subsequent exercises should be presented to students gradually from a low level to a high level,so that students can be guided to enhance language ability step by step.Then,when students are trying to express themselves,teachers should scaffold in time to instruct and encourage them.In this way,students can overcome their fear of language output.Finally,when commenting on the selected samples,teachers can choose a different focus at a time according to students' error types to make the comments more targeted.From the theoretical point of view,this study,to some extent,testified the feasibility of applying POA into English writing teaching in junior high school and proved that POA not only applied to advanced language learners,but also fitted the preliminary language learners,which broadened the application scope and enriched the diversity of POA theory.From the practical point of view,the English writing scores of junior high school students were elevated and the English writing attitudes of junior high school students were improved after this study.At the same time,the author provided some referential research ideas for the future relevant researchers.