| Production-oriented Approach(POA)has been broadly explored and applied in universities as a newly formed teaching approach.POA is proposed according to the characteristics of Chinese students and its related ideas are well practiced in Chinese students’ classrooms.Therefore,the purpose of this study is to investigate the changes after the study of the application of POA in English speaking teaching in senior high schools.Specifically speaking,the study focused on investigating the effects of POA on students’ English speaking proficiency,English speaking complexity,accuracy,fluency,and anxiety level in the English speaking classroom.Based on the above research objectives,the study contained three research questions:(1)What are the effects of adopting POA in English speaking classes on senior high school students’ holistic spoken proficiency?(2)What are the effects of adopting POA in English speaking classes on senior high school students’ spoken English complexity,accuracy,and fluency respectively?(3)What are the effects of adopting POA in English speaking classes on senior high school students’ classroom anxiety? In order to study these three research questions,the researcher used two research instruments,English spoken tests and questionnaires,to test and collect data from two classes of high school students in grade one of A middle school respectively.Before the experiment,the researcher applied the spoken test and questionnaire to the students in the two classes to ensure the validity of the experiment and found that there was no significant difference in spoken proficiency,and classroom anxiety between the students in the two classes.Therefore,the researcher used the Task-based Language Teaching(POA)to teach class 19 and the Task-based Language Teaching(TBLT)method to teach class 20.After one semester of teaching intervention and data processing and analysis,the researcher found that the POA helped to improve students’ holistic English speaking proficiency in the speaking class compared to the TBLT.And POA improved students’ spoken English greatly in complexity,accuracy,and fluency.At the same time,the POA was more effective in improving students’ speaking complexity and accuracy than TBLT.However,there was no significant difference in the effect of the two methods on improving fluency.Furthermore,POA was superior to the TBLT in reducing students’ anxiety in the speaking classroom.This study enriched empirical research on the application of POA in high school English speaking teaching,which has certain theoretical and practical implications.At the same time,the study provided a more systematic basis for the assessment of English speaking at senior high school by studying the teaching of English speaking classes.However,due to the limited time and knowledge,the researcher was not able to study the complexity,fluency,and accuracy of spoken English by using multiple parameters.The researcher hopes that more empirical studies will be conducted in the future to increase the research experience of the POA,and also hopes that more researchers will study the complexity,accuracy,and fluency of learners’ spoken English from multi-directional aspects.In addition,the researcher hopes that more focused English speaking classroom anxiety scales can be used in future studies to investigate the essential causes of students’ anxiety in the English speaking classroom and then take appropriate interventions to alleviate students’ classroom anxiety. |
