An Empirical Study On The Application Of Production-oriented Approach In Senior High English Writing Teaching

"General High School English Curriculum Standards(2017 Edition)" : Students are required to choose the correct vocabulary and grammatical structure according to their expression needs,convey information in written form,demonstrate opinions,express emotions,and improve text cohesion and coherence.However,although teachers have spent a lot of time explaining and training,the current situation of high school English writing still has many problems: lack of intrinsic motivation for writing,lack of interest in writing,irregular structure of writing texts,single access to writing resources,knowledge of language and language expression,weak self-evaluation in cooperative learning and weak ability to evaluate other people’s writing(Wang Demei,2019).Professor Wen Qiufang put forward the Production-oriented Approach to compensate the current situation of "separation of learning and use" of foreign languages,based on a complete theoretical system including teaching hypotheses,teaching concepts,and teaching processes.She proposed the learning motivation that drives learning with output,and then input,that is,the process of "output-input-output".This research applies the Production-oriented approach to high school English writing,and explores the teaching effect of the Production-oriented approach.Specifically answer the following two questions:(1)Based on the writing test,under the POA input promotion link,how effective is the student’s writing output?(2)Based on classroom observation and under the guidance of POA,how effective is the teacher’s teaching?The study selects 6 students of Senior Grade one,who have the same writing ability,according to the score of writing part in mid-term examination,in Fujian Province.The 6students in the two classes are divided into group A and group B.Group.Each group is subdivided into 3 groups,named A1,A2,A3 and B1,B2,B3,which are corresponding to each other.Through the experimental design of the standard group under the guidance of similar POA,English writing teaching is carried out.The writing task of each writing class is the same,including the three genres of argumentative writing,practical writing and explanatory writing,corresponding to the two groups to complete the same writing task.Through consulting,combing and a large number of POA-related literature,the author has a deep understanding of POA,and under the topic of "Language Around The World",a compulsory one in the 2019 People’s Education Edition,the author designs the teaching plan of the writing class and three types of writing tasks.During the teaching process,video equipment is used to record the classroom,and the COLT observation scale is used to analyze the classroom situation.Based on the COLT observation scale,two POA writing classes are analyzed.The COLT observation scale includes Part A and Part B.Part A is to observe the classroom activities,including the analysis of the type of classroom activity,participant organization,discourse content and student status,and Part B is to observe the interaction between teachers and students,including target language use,teacher-student information gap,and teacher feedback.At the same time,the author collects the writing output of 6 groups of students,and analyzes them from the writing content,writing structure and writing language based on the input materials in the POA facilitating stage.From text data analysis and classroom observation data analysis,the paper finally draw the following two conclusions:1)Based on the writing test,under the POA Input-Enabling,students can efficiently convey output.2)Based on classroom observations,in the writing teaching under the guidance of POA,the teacher’s teaching design is conducive to promoting the improvement of students’ writing ability.