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

As one of the five fundamental skills in English language learning,there is no doubt that writing is of critical significance.Argumentative writing plays an important role in English teaching and test of senior school.However,there exist many problems in students writing,such as simple and monotonous vocabulary and sentence structures,lack of sufficient and reliable evidences as well as proper and logical reasoning,organization disorder and so on.Meanwhile,in the current English class teaching,teachers attach more importance to language input but less to output.More often,the input learning and output are separated,so student have difficulty in putting what they have learned into use.Considering the above situation,this study applies production-oriented approach to argumentative writing teaching in high school and explore the effects of this approach on senior school students’ argumentative writing ability.The research questions are as follows:1.What effects does POA have on high school students’ argumentation skills in argumentative writing?2.What effects does POA have on the lexical and syntactic accuracy and diversity of high school students’ argumentative writing?3.What effects does production-oriented approach have on the discourse structure of high school students’ argumentative writing?This research mainly employs empirical research and questionnaire survey.50 senior 3 students from Jiangsu Huaihai senior school participates in the experiment which lasts four months.The software SPSS 20.0 is used to quantitatively analyze the data of questionnaires,pre-test and post-test to get the value of paired sample test.Besides,qualitative analysis is conducted on the data of interview and students’ writing samples.Based on the analysis,major findings of this study are as follows:(1)POA helps improve senior school students’ argumentation skills significantly.The scores of post-test are obviously higher than those of pre-test.Students can support the claim with more sufficient and relevant evidence and their demonstrations are more logical and persuasive.(2)POA helps enhance students’ lexical and syntactical accuracy and diversity in writing.The scores of post-test are obviously higher than those of pre-test.(3)POA contributes to improving students’ discourse structure in writing.Students make obvious progress in structure organization and coherence between sentences.Based on the findings of this study,the author puts forward corresponding suggestions on argumentative writing teaching.In the meanwhile,there are some weakness remaining to be improved,such as relatively small size of research subjects and deficient teaching design.