The Effect Of Production-oriented Approach On English Reading Teaching In Junior High School

The English Curriculum Standards for Compulsory Education(2022 Edition)puts forward that English teaching aims to improve students’ core literacy,and reading is an important carrier to enhance core literacy.The production-oriented approach(POA)mainly solves the problems of separation of learning and using in teaching.In recent years,POA has attracted the attention of many researchers,but the research object and research aspect are relatively single.Most of the research objects are college students and English majors,and less are junior high school students.The research is more inclined to speaking,translation,writing,etc.,and there is less research on English reading teaching.In view of this,under the guidance of input and output hypothesis,output-driven and input-enabling hypothesis,this thesis applies POA to the teaching of junior high school English reading,and studies the influence of POA on the reading motivation and reading cognitive ability of junior high school students.The research attempts to answer the following two questions by means of questionnaire survey and experimental research:1.What effect does POA have on junior high school students’ reading motivation?2.In which aspects do POA affect the reading cognitive ability of junior high school students?In this thesis,70 students from two parallel classes of Grade 9 in a middle school in Lanzhou were the research object,with class 5 as experimental class,class 6 as control class respectively.POA was performed in the experimental class,and TBLT was performed in the control class by the same teacher.The experiment lasted for 12 weeks,including pre-questionnaire and post-questionnaire and pre-test and post-test.The two classes conducted a teaching experiment once a week and were taught 10 times each.The experimental data was collected through questionnaires and reading tests,and then related data was sorted out and analyzed by SPSS 24.0.The results show that:1.The reading motivation of the students in EC has been improved.2.The reading cognitive ability of EC and CC has been improved,but the improvement of EC is greater.Moreover,EC and CC have different effects on the three dimensions of reading cognitive ability.The teaching method of CC can improve the students’ identification and extraction ability,while the teaching method of EC can improve the students’ generalization and analysis ability and criticism and evaluation ability.Therefore,POA can be used in combination with other teaching methods to achieve better teaching results.This thesis also has some limitations,such as the short duration of experiment and the small number of subjects.Therefore,it is hoped that the future related research can consider the above deficiencies,so as to improve the application of POA in English reading teaching.