An Experimental Study Of The Effects Of Production-oriented Approach And Task-based Language Teaching On Senior High School Students’ English Writing

Writing is one of the most important skills of the middle English teaching.Therefore,researchers at home and abroad have done a lot of experimental researches on English writing teaching and obtained substantial results.The proposal of production-oriented approach and task-based language teaching has provided a new theoretical basis for English writing teaching,thus unprecedented attention of scholars and front-line teachers at home and abroad has been attracted.At present,many studies confirmed that the teaching based on POA and TBLT method has a positive effect on English writing and critical thinking skills.However,most of existing studies concerning comparative effects of POA and TBLT are on the theoretical level,there are few experimental research in teaching experiment.Therefore,this study conducted nine weeks of experimental research to examine the effects of POA and TBLT on senior high school students’ English writing.Two parallel classes of grade two in a senior high school in Hohhot were chosen as experimental classes,which were randomly designed as production-oriented approach group(POA)and task-based language teaching group(TBLT).Combining writing tests,questionnaire with interview,it aims at answering the following two research questions:1.What are the effects of production-oriented approach(POA)and task-based language teaching(TBLT)on complexity,accuracy and fluency of senior high school students’ English writing ? 2.What are the effects of production-oriented approach(POA)and task-based language teaching(TBLT)on the senior high school students’ critical thinking skills ?Results depicted that: 1.The teaching based on POA and TBLT showed significant increase in writing scores of senior high school students.But there existed significant difference of writing scores between POA group and TBLT group,the writing scores of POA group were higher than those of TBLT group.Compared with TBLT,the application of POA was more contributed to improving complexity and accuracy of English writing for senior high school students.There was no significant difference in writing fluency between POA and TBLT.2.The teaching based on POA and TBLT greatly improved the critical thinking skills of senior high school students in English writing.The teaching based on POA can promote analysis,truth-seeking,cognitive maturity and tenacity of critical thinking skills.The teaching based on TBLT can enhance the analysis and open-mindedness of critical thinking skills.There was no significant difference between two groups in the mean scores of overall critical thinking skills.But there existed significant difference of analysis of critical thinking skills between POA group and TBLT group.Finally,according to the findings of the research,some suggestions for improving efficiency of English writing teaching are put forward for the first-line high school English instructors and the limitations of the study and suggestions for future research are discussed.