A Study On The Application Of Production-Oriented Approach In Senior High School English Reading Teaching

The importance of English learning has grown significantly due to its international standing,and the significance of English reading has become more pronounced.English reading has become the primary subject of English instruction in senior high schools.However,the customary teaching of this language is mainly teacher-oriented,and students’ involvement in the classroom is relatively limited.Most students lack the motivation to actively learn English reading,resulting in unsatisfactory teaching results.In this context,Wen Qiufang proposed the Production-oriented Approach(POA),which aims to cultivate and improve the comprehensive learning and application abilities of primary and secondary school students.This study applies the POA to the teaching of English reading in senior high schools,primarily exploring the following,despite the fact that its application field and scope have been mainly restricted to writing and oral English teaching since its introduction,with few practical studies on the following questions.(1)Does the application of POA improve the English reading scores of senior two students?(2)Does reading teaching based on the POA improve students’ reading motivation?For the purpose of this study,two Grade 2 classes from L Middle School in Hanzhong City were chosen to be the experimental and control classes.The experimental class adopted the POA model for their reading,while the control class maintained the traditional pre-reading,while-reading,and post-reading teaching models.To analyze the research data,SPSS26.0 was employed over a 3 month period,aided by testing,questionnaire,and interview techniques.The results of the research demonstrate that the POA model can enhance students’ reading scores.A comparison of pre and post test scores of the two classes reveals no noteworthy disparity in the reading scores prior to the experiment.The results of the questionnaire analysis demonstrate that POA can significantly boost students’ reading motivation,with the experimental class having scores that are notably higher than those of the control class.Furthermore,the level of reading motivation in the experimental class has been significantly enhanced,and students have generally increased their reading interest.Based on the experience of teaching experiments and the results of data analysis,the following teaching implications are drawn.First,teachers should reasonably design output tasks based on teaching objectives and the actual situation of students.Secondly,teachers should continuously improve their teaching ability.Finally,teachers should work with students to design specific and complete evaluation criteria,so that students fully understand the basis and criteria for evaluation.