A Practical Study Of Production-oriented Approach Applied In English Writing Teaching In Senior High School

Writing is one of the necessary language communication abilities of senior high school students.The new National English Curriculum Standards for Senior High School(2017)puts forward the following requirements for students’ writing ability:students should be able to summarize or narrate the articles,write articles according to the given information,describe things and events or express their attitudes and opinions.Their articles should be written with proper words,complete structure,standard style,strong logic,smooth sentences and coherent meaning.At the same time,according to the reform of college entrance examination,the proportion of writing is also significantly increased.However,the current English writing teaching has not been invested enough time and energy;the teaching methods are traditional and single;output training is inadequate;teachers have little guidance on students’ writing skills,the teaching effect is not good;students lack of writing skills and interest in writing,and writing performance is not unsatisfactory.Wen Qiufang proposed Production-oriented Approach(POA)in 2014,aiming to overcome the problem of separation of learning and application in foreign language teaching.This research adopted the method of mixed research,using the methods of test,questionnaire and interview.The experimental research was carried out for 14 weeks and 105 students from two parallel classes of senior one in Qujing Nationalities Middle School participated in this research.53 students in the experimental group were taught by using POA,while 52 students in the control group received the traditional writing teaching.The two groups of students completed the pre-test of writing in the first week of the experiment and the post test of writing in the last week of the experiment.The students in the experimental class participated in a questionnaire survey before and after the experiment.Finally,six students in the experimental class were interviewed.This paper applies POA to the teaching of English writing in senior high school,and mainly studies the following questions:(1)How does POA affect the fluency,complexity and accuracy of English writing in senior high school?(2)How does POA affect senior high school students’ emotional experience in English writing?After this research,it is found that:(1)There is a significant difference in English writing scores between the two classes after the experiment.The experiment shows that the application of POA in senior high school English writing teaching can help improve students’ writing level and score.(2)The application of POA is more conducive to improving the fluency and accuracy of students’ English writing,while the complexity has no obvious improvement compared with the traditional teaching method.(3)The application of POA has a positive impact on senior high school students’ emotional experience in English writing.These results show that POA can effectively improve students’ writing ability,stimulate their interest and confidence in English writing,and help them gain positive emotional experience in the process of writing.Due to the limited time and samples,the research results also have some limitations.However,to a certain extent,the research results broaden the application population of POA,enrich the empirical research of POA in English writing teaching in senior high school,and provide reference and enlightenment for senior high school English teachers to optimize the writing teaching process.