An Experimental Study On The Effects Of Production-oriented Approach On Senior High School Students’ English Writing Accuracy

Writing,as a productive language skill,shows comprehensive language ability.In 2021,the continuation writing was added to National College Entrance Examination English and the proportion of writing in the English exam has increased.At the same time,The General Senior High School English Curriculum Standards(2017)puts higher requirements on students’ productive skill and points out that students should be able to choose appropriate words and grammatical structures and correctly use the words and grammatical structures to express their thinking.However,senior high school students’ English writing accuracy is low.Therefore,improving students’ English writing accuracy is a major concern.To improve students’ English writing accuracy,POA,advocating ‘integration of learning and using,’ provides a new path.For POA,the majority of studies focus on the application of POA in college English teaching.In comparison,few studies focus on its influence on senior high school students’ English writing accuracy.In view of this,the influence of POA on senior high school students’ English writing accuracy still needs to be studied.To explore the influence of POA on senior high school students’ English writing accuracy,in this research,POA is applied in senior high school English writing teaching.Besides,in this thesis,Carl James’ s classification of errors is adopted,and errors are divided into lexical and grammatical errors.Therefore,this thesis explores the effect of POA on the lexical accuracy of senior high school students’ English writing and the effect of POA on the grammatical accuracy of senior high school students’ English writing.Further,Chinglish expressions,which exist in senior high school students’ English writing,are also noted in this research,and John Pinkham’s classification of Chinglish is taken for reference.In the thesis,both quantitative analysis and qualitative analysis are adopted and 84 students in two parallel classes of senior twelve in an ordinary high school in Luquan of Hebei Province are selected to take part in the teaching experiment.The instruments involve a pretest,a post-test,and an interview.In the pre-experiment stage,the pre-test is conducted in both the experimental and control classes.In the experiment stage,POA and Process Writing Approach are conducted in the experimental class and the control class respectively.After the teaching experiment,a post-test is conducted in both classes,and six students in the experimental class are selected randomly to participate in an interview.The data from the pretest and post-test are collected and the data is analyzed with SPSS26.0.The results prove that POA can improve grammatical accuracy,especially morphological accuracy,and reduce the students’ Chinglish expressions.However,POA does not significantly improve lexical accuracy and syntactic accuracy.In general,POA can improve senior high school students’ English writing accuracy.