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

The ultimate goal of English teaching is to cultivate students’ communication competence through the application of English in actual life and the writing is an important way to achieve this goal.At present,senior high school students’ English writing achievements are not optimistic and the teacher pays insufficient attention to the importance of writing.Due to the pressure of teaching,teachers usually spend plenty of time teaching text-reading and instructing exercises,and require students to complete the writing tasks after class.In this way,not only can students not improve their English writing achievements,but also reduce their English writing motivation.Chinese scholar Wen Qiufang puts forward the Production-oriented Approach which aims to remedy the dilemma of more input and less output,time-consuming and inefficiency in English teaching.Therefore,this study applies the Production-oriented Approach to actual English writing teaching in senior high school.And this study aims to explore whether Production-oriented Approach has positive effects on students’English writing achievements and writing motivation.Thus,the author comes up with research questions as follows:(1)What are the effects of Production-oriented Approach on students’ English writing achievements?(2)What are the effects of Production-oriented Approach on students’ English writing motivation?(3)What are the students’ suggestions on the implementation of the Production-oriented Approach in English writing?In this study,113 research subjects are from two parallel classes in the first grade of No.3 middle school in Tianshui,Gansu Province,which is the author’s internship school.Two parallel classes are set as the experimental class which applies the Production-oriented Approach,and the control class which adopts the conventional approach to teach English writing.A four-month study is carried on from March to June in 2019.The research instruments consist of test,questionnaire and interview in this study.After the experiment,the author analyzes the data by the statistical software SPSS 17.0.Through the analysis of results,the author obtains the major findings as follows:Firstly,the author finds that students’ writing achievement in experimental class is significantly greater than students in control class through the test.Secondly,the author discovers that students’ English writing motivation significantly improved in experimental class especially in extrinsic motivation,but students’ English writing motivation makes little change in control class through the questionnaire.Lastly,through the semi-structured interview,the author notices that all students at different writing levels are satisfied with the implementation of POA in English writing teaching as a whole.However,the POA has different effects on English writing achievements of students with diverse English learning abilities:the medium-level group makes great progress while the high-level group and low-level group make less progress in English writing achievements.In addition,POA promotes students’ writing motivation.In conclusion,this study proves that POA has positive effects on students’ English writing in senior high school.It not only improves students’ writing achievements,but also promotes students’ writing motivation.Additionally,the implementation of POA provides new ideas to English writing teaching in senior high school,and urges teachers to work hard to improve students’ writing proficiency.