A Study On The Application Of Production-oriented Approach In Senior High School English Writing Teaching

According to the requirements of National English Curriculum Standard for High School Students(2017 edition)on the writing ability of ordinary high school English courses,students are required to write short articles and simple paragraphs and adjust them with the help of teachers,so that students can describe according to the materials given.However,the present situation of English writing teaching in senior high schools is not satisfactory.Many senior high school students have weak writing foundation and lack initiative.In the process of teaching,teachers often neglect the importance of students in this process and the dominant position of students,which leads to the problems and difficulties of students,and affects the follow-up learning.Therefore,this study intends to introduce the “Production-oriented approach” to senior high school English writing teaching.Based on the “Input Hypothesis Theory,Output Hypothesis Theory and Constructivism Theory”,it analyzes its writing teaching situation in senior high school English classroom and understands the process and results of senior high school English writing teaching under the guidance of POA,so as to help teachers understand the impact of POA guided classroom writing teaching on students’ writing ability.Based on POA,this study conducts an empirical study on the positive effects of using POA in senior high school English writing teaching on students’ writing level,aiming to explore and solve the following two key issues:1)Does POA have a positive influence on senior high school students’ English writing performance?2)Does POA have a positive effect on senior high school students’ English writing consciousness?The subjects of the study were mainly the first grade students of the senior high school where the researcher taught.From September,2021 to December,2021,Class A(55 students in the experimental class)and Class B(53 students in the control class)were selected for the experiment.The research process is divided into three stages:before,during and after the experiment,and the specific process is analyzed according to specific cases.The research tools mainly include questionnaires,test papers and interviews with students.The analysis and discussion are based on the writing performance,interview results and questionnaire results.Through the analysis of the total scores of the two teaching classes by SPSS 20.0 software,we can understand the actual level of English writing performance of the control class and the experimental class.Through this study,combined with the experimental results and data analysis,the following conclusions are drawn.First,the effective combination of senior high school English writing teaching and POA teaching methods can effectively improve senior high school students’ English writing performance.Through the research,it is found that: 1)under the situation of continuous writing training and increasing amount of knowledge,students’ writing performance has been improved to some extent;2)The post test results of the experimental class were significantly higher than those of the control class,which confirmed that POA had a significant effect.Secondly,in the process of English writing teaching in senior high school,the POA teaching mode optimizes students’ writing consciousness: 1)According to the analysis of questionnaire survey and interview content,POA significantly improves students’ cognition of writing tasks and learning attitude;2)The writing habits of the students receiving POA writing teaching have changed significantly,forming the awareness of daily accumulation in the follow-up learning and writing process,and helping students form the habit of accumulating writing materials and experience.Based on this research,the following enlightenment is obtained.First,teachers need to improve the relevance of content output and input of facilitation and driving links.Secondly,it is necessary to improve the communication and authenticity of the driving link situation.Finally,teachers need to select appropriate writing language input materials for students in the facilitation link,control the difficulty of output materials,and pay attention to the cultivation of students’ cognitive and thinking ability in writing.In a word,this study can effectively solve the problems existing in students’ writing under specific circumstances,and it is a valuable attempt in senior high school English writing teaching.