A Study On The Application Of Production-Oriented Approach（POA） To English Vocabulary Teaching In Senior High School ——A Case Study Of No.31 Senior High School In Urumqi

The foundation of language learning is vocabulary.In English learning,a learner’s vocabulary level can affect the overall development of their listening,speaking,reading,and writing ability.However,traditional vocabulary teaching focuses on input rather than output.Moreover,vocabulary teaching is monotonous and boring,which does not improve learners’ vocabulary learning ability or affective experience of vocabulary learning,resulting in a gap between the effect of vocabulary teaching and the expected effect.As a result,the objectives of this research were to apply the POA to senior high school English vocabulary teaching and investigated its effects on senior high school English learners’ vocabulary scores to improve the effect of vocabulary teaching.A total of 110 students in two parallel classes of No.31 Middle School in Urumqi,Xinjiang Uygur Autonomous Region,were selected as research subjects for this study.Moreover,an experimental study was conducted for nearly three months.The experimental class was treated with POA-based vocabulary teaching model,while the control class was treated with the traditional method.The following research questions were addressed:（1）What is the current situation of English vocabulary learning in Urumqi No.31 Middle School in terms of vocabulary learning attitude,vocabulary learning ability,and vocabulary learning difficulties?（2）What are the effects of POA-based vocabulary teaching model on students’ average scores of vocabulary tests? Which aspect（receptive vocabulary and productive vocabulary）will be affected by POA-based vocabulary teaching model?（3）What are perceptions of senior one students towards POA-based vocabulary teaching model in the vocabulary learning process?The vocabulary tests,questionnaire,and interview were used to investigate the effect of the POA-based vocabulary teaching model on students’ vocabulary.The results are summarized as follows: First,the majority of the students lacked interests in learning English vocabulary,as well as confidence and initiative in learning it,and was not familiar with the POA.Second,POA-based vocabulary teaching model could improve the English vocabulary scores.POA-based vocabulary teaching model could improve students’ scores in both receptive vocabulary and productive vocabulary significantly when compared with the control group.Third,the majority of the students held positive attitude towards the POA-based vocabulary teaching model.As for high-level students,they considered POA-based vocabulary teaching model more effective to improve their vocabulary learning.The output task played an important role in their vocabulary learning process.