An Action Research On The Application Of Production-oriented Approach To English Writing Teaching In Senior High

Writing is a crucial way to express one’s thoughts and opinions,and it has a major function in English education.The General Senior High School English Curriculum Standards(2020 Edition)points out that the level of students’ writing will affect their pragmatic level.What’s more,the new curriculum reform also emphasizes the need to mobilize students’ learning autonomy,so as to promote their English writing achievement.So far,English writing classes are still product-oriented,and neglect the teaching of English writing in real communicative contexts.The Production-oriented approach(POA)proposed by Professor Wen Qiufang and her team can solve the drawbacks of separation of learning and application.Therefore,this study attempts to apply the Production-oriented Approach to writing teaching,mainly exploring the following three questions:(1)What is the effect of Production-oriented Approach on students’ interest in English writing?(2)What is the effect of Production-oriented Approach on students’ English writing achievement?(3)What is the effect of Production-oriented Approach on the autonomous learning ability of students in senior high?The research subjects are 40 students of Class 5,Grade 1 from a senior high school in Shenyang.The study consists of two rounds of action research in twelve weeks.Data collection instruments include questionnaires,interviews and writing tests.And the descriptive analysis and paired-sample t-tests are used to analyze the data of questionnaires and writing tests.After the interview data are recorded and transcribed,the author extracts the keywords answered by the students for analysis.The results show that the application of POA to English writing teaching in senior high has a positive impact on improving students’ interest in writing,writing achievement and autonomous learning ability.For interest in writing,students have better emotional experience.They can be more aware of the value of writing and actively writing.In addition,the application of POA also improves students’ writing achievement,which is mainly reflected in three aspects: organization,content and language use.Students have more obvious progress in the dimension of content and language use.Finally,students conduct self-monitoring and management through various assessment,and their autonomous learning ability is significantly improved.POA provides a theoretical basis for improving students’ interest in writing,writing achievement and autonomous learning ability,and provides pedagogical implications for high school English writing teaching.However,the application of POA to English writing class still needs further research,such as when to build and drop scaffolding for teachers based on different students’ differences.