An Experimental Study Of The Production-Oriented Approach In The Teaching Of Writing In Junior High Schools

English Curriculum Standard for Compulsory Education(2011 Edition)promulgated in 2011 puts forward clear requirements for students’ language skills.As a significant language production skill,writing can reflect learners’ mastery of comprehensive language application ability.However,in the teaching of writing,it can be found that the method of teaching and assessment is simple and monotonous,which hinders the improvement of students’ writing ability and self-efficacy.Production-oriented Approach(POA for short)is a teaching method and has been put into practice by many researchers,and fruitful results have been achieved in foreign language teaching.In view of the problems existing in English writing teaching in junior high school,this study aims to explore the influence of the Production-oriented Approach on students’ writing ability and writing self-efficacy and to provide a case study for improving the present situation of junior high school English writing by adopting an experimental method.Based on the input hypothesis,output hypothesis and interaction hypothesis,the research subjects are69 students from two parallel classes of Grade 8 in a middle school of the 10 th Division of Xinjiang Production and Construction Corps.In the research,there are 35 students in the experimental class and 34 students in the control class.This study uses educational experiment,literature review,test,questionnaire survey and interview as the research methods,and carries out an 11-week educational experiment to explore the influence of the Production-oriented Approach on the subjects’ writing ability and writing selfefficacy in junior high school English writing teaching.There are two research questions: First,how does the Production-oriented Approach influence the students’ writing ability in junior high school English writing teaching? This question consists of four sub-questions: how does the Production-oriented Approach influence the relevance of the topic,the degree of standardization of writing format,the accuracy of language and the coherence of the text in junior high school English writing teaching? Secondly,how does the Production-oriented Approach influence the research subjects’ writing self-efficacy in junior high school English writing teaching? This question contains two sub-questions: how does the Productionoriented Approach influence writing skill self-efficacy and writing task self-efficacy in junior high school English writing teaching?According to the 11-week study,the research results are as follows: Production-oriented Approach in junior high school writing teaching has a positive influence on junior high school English learners’ writing learning.First,the Production-oriented Approach in junior high school English writing teaching has a positive influence on the writing ability of the experimental class.According to the results of the test papers before and after,compared with the control class,the subjects in the experimental class have significantly improved their writing discourse relevance,standardization of writing and format,language accuracy and coherence of language organization.There are significant differences in their writing ability scores before and after the test,and there are also significant differences in writing ability scores between the experimental class and the control class after the test.Second,the Production-oriented Approach in junior high school English writing teaching has a positive impact on the writing self-efficacy of the experimental class.According to the questionnaire and interview results,compared with the control class,the writing task self-efficacy and writing skill self-efficacy of the subjects in the experimental class have been significantly improved,and there are significant differences in their writing self-efficacy scores before and after the test,and there are also significant differences in writing self-efficacy scores between the experimental class and the control class after the test.The implications of this study for English writing teaching in junior high schools are as follows: To beginning with,in the teaching stage,using the characteristics of the Production-oriented Approach for enhancing students’ writing ability.In addition,in the assessment stage,the assessment system is to be improved to enhance students’ writing self-efficacy.