An Empirical Research On The Production-Oriented Approach To English Writing Teaching In Senior High School

English writing is one of the most precise and effective ways to measure students’ integrated competence in language usage.It can not only objectively valuate students’ writing ability in terms of language,content,structure and other aspects,but also embody their core literacy.English writing teaching requires teachers to focus on both the students’ input process and the output results.However,there are widespread problems in the current teaching of English writing in senior high schools,such as the imbalance between input and output,separation of learning and applying,center on learning rather than applying,which is not conductive to the improvement of students’ writing ability,but also results in time-consuming and inefficient writing classroom teaching.In view of the current situation of foreign language teaching in China,Professor Wen Qiufang,a renowned scholar,and her research team have proposed the theory of Production-Oriented Approach.It covers three core components: motivating,enabling and assessing,and advocates the close integration of students’ language input and output,so as to achieve the maximization and optimization of teaching effect.Based on the input,output theory and interaction hypothesis,the research aims at exploring the effect of the Production-Oriented Approach in practical teaching by implementing the Production-Oriented Approach to English writing instruction in senior high school.The research attempts to address the following three questions.(1)Can the Production-Oriented Approach improve the high school students’ English writing competence? what specific aspects are reflected?(2)What are the differences in the effect of the Production-Oriented Approach on the English writing ability of senior high school students with different writing levels?(3)Can the Production-Oriented Approach arouse students’ interest and alter their attitude towards English writing?102 students in Grade 11 selected from a key senior high school in Fuzhou,Jiangxi Province are determined as research subjects for a four-month teaching experiment.Among which,Class 1 is chosen as the experimental class(51 students)who are instructed with the Production-Oriented Approach;Class 2 is the control class(51 students),adopting the conventional English writing teaching method.The data was collected through tests,questionnaires,and interviews,and SPSS 26.0 was used to analyze the obtained data.The results of the study indicates that:(1)The Production-Oriented Approach can effectively improve the high school students’ English writing competence,which is embodied in three areas: language,content,and structure.The research revealed that it has more significant influence on language and structure,but less impact on content.(2)The effect of the Production-Oriented Approach on English writing ability of students with different writing levels is varying.After the teaching experiment,the Production-Oriented Approach is beneficial to enhance the English writing ability of low-level students,followed by middle-level students,while the impact on the English writing ability of high-level students is not significant in a short time.(3)The Production-Oriented Approach can stimulate students’ passion in writing and change their attitude towards writing.During the teaching process,the strong targted and challenging communicative tasks designed by teachers,as well as the diverse teaching activities arouse students’ interest in writing,mobilize their learning motivation,and render them more active in the classroom.This study confirms that the application of the Production-Oriented Approach to high school English writing instruction has a positive contribution to enhancing English writing competence of high school students.Meanwhile,this research opens up a new perspective for English writing teaching in senior high school.