Research Of The Teaching Of English Practical Writing Based On Production-Oriented Approach In Secondary Vocational School

The core competencies mentioned in the Secondary English Curriculum Standards include workplace language communication,perception of differences in thinking,cross-cultural understanding and self-directed learning,and one of the curriculum objectives requires students to be able to use the language knowledge they have learned to communicate in writing in a basic way.It can be seen that written expression is a manifestation of the core competencies of English subjects,a basic language ability that students need to master,and a question type that must be involved in the spring college entrance examination.Whether it is for the purpose of improving students’ English language ability or based on the requirements of taking exams,enhancing students’ ability to English practical writing is the focus of teachers’ teaching.Compared with ordinary senior high schools,secondary vocational schools emphasize more on the“application” of language in the process of cultivating students.For the different genres of writing,students need to understand and master its format,structure,language characteristics and apply it.Taking Wendeng Normal School in Shandong Province,where the author works,as an example,there are obviously some problems of low efficiency and “separation of learning and application” in writing teaching.On the one hand,students have poor academic knowledge,bad learning habits,and they are lack of concentration,so the traditional writing teaching methods cannot fully mobilize students’ enthusiasm for learning,resulting in low learning efficiency and poor results.On the other hand,due to laziness and fear of difficulties,students habitually focus more attention on the memorization of basic knowledge points,neglect the practice of writing,a form of language output,and do not pay attention to writing tasks,leading to the situation of“can only memorize,cannot use”.With the country’s increasing emphasis on vocational education,the situation of low cultural level requirements for secondary vocational students in the past is also changing.Moreover,Wendeng Normal School is currently in the transition period of fully implementing the spring college entrance examination education,so there is a need to improve students’ test-taking scores.Therefore,this study starts from the teaching of writing,one of the key points of English teaching,and tries new writing teaching methods to improve students’ writing ability and achievements,and enhance their interest in writing and confidence in learning.In order to solve the widespread problem of “separation of learning from application” in China’s foreign language teaching,Professor Wen Qiufang proposed Production-oriented Approach,which is a foreign language teaching theory in line with China’s national conditions.This teaching research aims to explore the positive role of the writing teaching mode under the guidance of POA in improving the English writing ability and writing level of secondary vocational students,as well as enhancing their interest in English writing and correcting their writing attitude.Through teaching experiments,writing tests,questionnaires and interviews,the author carried out a 14-week teaching practice study in two classes of the Grade 2021 preschool education major of Wendeng Normal School.For the guidance of writing teaching,the students in the experimental class accepted the POA-guided writing teaching,while the traditional writing teaching mode is still adopted in the control class.Students completed a pre-writing test before the teaching experiment and finished a post-writing test at the end of the experiment.Meanwhile,A questionnaire survey was conducted for the students in the experimental class both before and after the experiment,and some students with different writing levels in the experimental class were selected for interviews.Through the analysis of the data of the writing test and questionnaire and the content of the interview,the author believes that the teaching method of English practical writing for secondary vocational students under the guidance of POA can improve the English writing level of secondary vocational students more significantly.The research data showed that the increase in writing performance in the experimental class was significantly greater than that in the control class,and under the premise that the average score of the pre-test of writing was slightly behind,the post-test score was1.167 points higher than that of the control class,and the writing ability of the students in the experimental class had more obvious improvement in content,language and structure.At the same time,the students in the experimental class participated better in the classroom,and the questionnaire and interview results showed that this writing teaching method can weaken the students’ “fear of difficulties” to a certain extent,and also stimulate their interest in writing,enhance their writing confidence,and gradually improve the efficiency and autonomy of learning.Although this study has achieved certain results,there are still many shortcomings.In the future research process,the author hopes to expand the sample size,extend the research time,and improve the research ability,so as to provide reliable empirical evidence for the research of POA in the teaching of English writing in secondary vocational schools.