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

Writing is a key component of a high school student’s English usage and language ability,and the English Curriculum Standard released in 2017 also requires that students be able to make conscious options of vocabulary and grammatical structures in the writing process.However,some teachers are not innovative enough to teach writing in a step-by-step manner;the writing classroom is rigid and uninteresting,and there is an imbalance between input and output,separation of learning and use,and misalignment of post-writing assessment.Production-oriented Approach(POA)has emerged as a new approach to teaching English writing by linking the internal link of output-input-output and the external link of motivating-enabling-assessing.This study effectively applies POA to the teaching of English writing in high school,trying to improve the shortcomings of conventional writing classroom teaching.This thesis aims to promote the improvement of high school students’ writing level and performance.This study asks and answers the following three questions.(1)What are the current situations of English writing teaching in general senior high school?(2)What steps should be taken to implement English writing classrooms with Production-oriented Approach?(3)What effects does the POA have on students’ English writing competence?The subjects chosen for this study were two parallel classes in the second year of senior high school in Neijiang Railway School,Sichuan Province,both of which were science classes with 50 students.The experimental period was 18 weeks.The two samples were the experimental class(Class 4),which adopted POA for teaching writing,and the control class(Class 3),which adopted the customary writing teaching method.The study used questionnaires,tests,and interviews to derive the data.Then used SPSS 27.0 to analyze and discuss the data.The results indicated that the experimental class improved significantly in writing performance,which was higher than the control class overall.The results of the interviews and questionnaires also indicated that the students in the experimental class had changed their attitudes,habits,and strategies in writing.This study has shown that by designing authentic output scenarios and providing sufficient and meaningful input materials,students are able to engage in selective learning and assess in a reasonable and timely manner.The experimental data prove that POA has a positive effect on the teaching of English in high school and can improve the quality of students’ writing to a certain extent.However,due to time constraints and the author’s limited research ability,this experiment has some limitations.Therefore,the author summarizes the shortcomings and hopes to provide reference for future research on English writing teaching in high school.