The Application Of Production-oriented Approach To English Reading Teaching In Senior High School Grade Two

English reading is one of the most effective means of language input in senior high school English teaching,and it is also the basis of cultivating students’ language application ability.However,in high school English reading teaching,there is still a problem that the words and sentences learned in reading cannot be applied to output tasks and thus cannot achieve the effect of applying what they have learned.Production-oriented approach(POA)proposed by Wen Qiufang is to overcome the difficulties of ‘‘learning-application separation’’ ‘‘time-consuming and inefficient’’ in Chinese foreign language teaching,achieve efficient classroom output,and maximize learning effectiveness,in accordance with Chinese students’ learning characteristics.Therefore,based on the theory of production-oriented approach,the researcher applies the production-oriented approach to the teaching of English reading in senior high schools,and attempts to answer the following three research questions through experimental and interview methods:(1)What effect does POA have on students’ English reading scores?(2)What effect does POA have on the reading scores of students in the high,middle,and low score groups,respectively? Which group of students’ reading scores are most affected?(3)What effect does POA have on students’ reading ability of detail understanding,inferring and judging,and text structure understanding respectively?The author took 96 students from two parallel classes in Grade 2 of No.X Senior High School in Yining City as the experimental subjects for a 10-week teaching experiment.POA was adopted in the experimental class,while PWP English reading teaching model is used in the control class to explore the effects of reading teaching guided by POA on students’ reading achievement and reading ability in the senior high school.Based on the pretest scores,students in the experimental class were divided into high,middle and low score groups.Six experimental class participants were interviewed after the post-test and two students were randomly selected from each of the three groups to further verify the role of the production-oriented approach in senior high school English reading.Besides,the research data is analyzed and discussed through SPSS27.0 software.The research results showed that:(1)Students’ reading scores in the experimental class has improved significantly.Compared with the conventional reading teaching model PWP,POA can indeed help students improve their English reading achievement.(2)Post-test scores of students in the experimental class’ s high,middle,and low score groups improved,with students in the low score group improving much more.Production-oriented reading training is helpful to improve the reading scores of students at all levels.(3)Students’ reading ability of detail understanding,inferring and judging,and text structure understanding can be significant enhanced through POA reading instruction.The implications based on experimental results: firstly,the teacher should design reasonable output tasks based on the reading theme.Secondly,the teacher should design effective reading activities and focus on the input of language knowledge.Thirdly,the teacher should formulate reasonable evaluation criteria based on the multiple output forms of reading to effectively improve the quality of English reading teaching.